Abstract
This study sought to determine whether contextual organizers presented before prose passages can improve learning and retention among students who have no prior knowledge of the subject. The researchers used two types of organizers — an image and its verbal equivalent. Students who were provided the organizers scored better than control students on tests given two weeks later, but the predicted advantage of images over verbal learning adjuncts did not appear.
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The research reported in this article was particularly funded by a grant from Concordia University. The authors wish to thank Richard Schmid, Cynthis Eeston, and Randy Gellner for their critical reading of the manuscript.
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Bernard, R.M., Petersen, C.H. & Ally, M. Can images provide contextual support for prose?. ECTJ 29, 101–108 (1981). https://doi.org/10.1007/BF02766780
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DOI: https://doi.org/10.1007/BF02766780