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How geographic maps increase recall of instructional text

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Abstract

This article reviews research on how geographic maps influence the recall of associated text. Drawing on literature from cartography and educational, experimental, and cognitive psychology, the authors describe a model of map-text learning based on dual-coding theory and focused on activities that take place during working memory operations. The instructional implications of the model are explored, and recommendations for instructional applications are given.

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Authors and Affiliations

  1. Arizona State University, Tempe

    Raymond W. Kulhavy & William A. Stock

  2. Texas A&M University, USA

    William A. Kealy

Authors
  1. Raymond W. Kulhavy
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  2. William A. Stock
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  3. William A. Kealy
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Additional information

The authors wish to thank Jenine Doran, Kent Rittschof, Michael Verdi, and three anonymous reviewers for providing insightful comments on earlier drafts of this article.

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Kulhavy, R.W., Stock, W.A. & Kealy, W.A. How geographic maps increase recall of instructional text. ETR&D 41, 47–62 (1993). https://doi.org/10.1007/BF02297511

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