Robinson, D., & Kiewra, K. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87(3), 455-467.

Robinson, D., & Kiewra, K.

1995

Robinson, D., & Kiewra, K. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87(3), 455-467.

2

Most research on graphic organizers (i.e., figural organizations of text information) has failed to simulate actual classroom learning. Typically, studies have used short, poorly organized text, single graphic organizers, and immediate tests measuring only factual knowledge. Also, there is no convincing evidence that graphic organizers are better than outlines. Two experiments were conducted that represented attempts to address these problems in answering the question, What types of text information do graphic organizers and outlines help college students learn? Results revealed that when given enough time, students studying graphic organizers learned more hierarchical and coordinate relations, and as a result, they were more successful in applying that knowledge and in writing integrated essays than students studying outlines or text alone. These findings are discussed in terms of efficient indexing through visual argument.

The results of experiment 2 demonstrate that wen a text is chapter length and well organized and when students are given enough time to study and review a set of graphic organizers is more effective than a set of informationally equivalent outlines or text alone for learning (a) hierarchichal relations, (b) coordinate relations, (c) the application of that knowledge given new examples, and (d) the composition of essays expressing coordinate relations in a integrated manner. Students also rated graphic organizers more reader friendly than outlines. If, however, the goal of instruction is for students to learn represented facts, than graphic organizers are no more effective than outlines.

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