| Abstract: | Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided: either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR), prequestions plus an unreviewed map (PM), or prequestions with a reviewed map (PMR). During reading, subjects accessed the map as desired by depressing the mouse button, at which time the computer recorded how often they viewed the display and for how long. Analyses of scores on a 20-item constructed-response test on the story showed significantly higher recall by PO and PM groups compared to subjects receiving only a map. The MR group accessed the map significantly more often than did the PM group, while subjects given a reviewed map (MR and PMR groups) rated it significantly more useful for learning the story than did those who received both prequestions and a map that was not reviewed. All three groups receiving prequestions rated the text itself more useful than did the map-only group. These findings provide partial evidence that graphic and verbally based instructional tactics can, in certain circumstances, “collide” with one another when used concurrently. Because both adjunct displays and adjunct questions rely on mental rehearsal during initial processing, they potentially compete for the limited resources of working memory leading to, in some cases, attenuation of their benefits during learning. |
