Brunye, T., Taylor, H., Rapp, D., & Spiro, A. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20(7), 917-940.

Brunye, T.; Taylor, H.; Rapp, D.; Spiro, A.

2006

Brunye, T., Taylor, H., Rapp, D., & Spiro, A. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20(7), 917-940.

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The ubiquitous label ‘some assembly required’ signals the appearance of instructions for assembly procedures. These instructions come in various formats, some of which may be more effective than others. Previous research has demonstrated advantages for multimedia as compared to single-format presentations. The current study sought to outline the cognitive processes contributing to this advantage. Specifically, two experiments examined the working memory and source monitoring processes involved with remembering procedural instructions presented in three different formats. Participants learned procedural instructions while undertaking one of a variety of selective interference tasks targeting working memory subcomponents. Results, while supporting a multimedia advantage for learning, demonstrated selective working memory subsystem involvement with different instruction formats. Further, despite the multimedia advantage, participants often misremembered multimedia presentations as picture-based ones. These results provide further insight into the cognitive processes that underlie comprehension and memory for multimedia experiences.

Overall, the results supported our hypotheses; an advantage for multimedia presentations over text- and picture-only conditions, a general advantage for pictures over texts, selective interference as a function of articulatory, visuospatial, and central suppression, and participants’ focus on picture-based material identified through source monitoring errors.

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