Clark, K. L., AbuSabha, R., von Eye, A., & Achterberg, C. (1999). Text and graphics: Manipulating nutrition brochures to maximize recall. Health Education Research, 14(4), 555-564.

Clark, K.;AbuSabha, R.;von Eye,A.;Achterberg,C.

1999

Clark, K. L., AbuSabha, R., von Eye, A., & Achterberg, C. (1999). Text and graphics: Manipulating nutrition brochures to maximize recall. Health Education Research, 14(4), 555-564.

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This study examined how altering text and graphics of a nutrition brochure could affect the ability to remember the content of the message. Two theoretical models were used to guide alterations: dual-coding theory and the communications model. Three brochure formats were tested: the original brochure containing abstract text and abstract graphics, a modified brochure with relatively concrete text and abstract graphics, and a relatively concrete text brochure with concrete graphics. Participants (N= 239 women) were divided into four age groups: 20-30, 40-50, 60-70 and over 70 years. Women were randomly assigned into each of the three experimental brochure formats or a control group. Participants completed recalled materials from the assigned brochures (the no treatment control group did not include a brochure) at two different sessions, 30 days apart. Data were content analyzed and results were compared using analysis of covariance to test differences by age and brochure types. Younger women (20 to 30 and 40 to 50 years) recalled more information than women over 60 years. More concrete nutrition education print materials enhanced recall of information presented immediately after reading the material; however, this effect was transient and lasted less than 30 days after a one-time reading. The implications of these data for communicating nutrition messages with print materials are discussed.

Age had a statistically significant effect on propositional recall at both sessions, upon immediate recall and also when they were asked to write down what they could remember 30 days later. A Tukey test revealed that 20-30 and 40-50 year olds recalled significantly more propositions at both sessions than did the older two groups. Participants who read the concrete brochure recalled more than those who read the abstract brochure. The results of this study indicate that the more concrete nutririon education print materials are, the greater the opportunity for coding, retrieving and recalling the information after initial exposure to the materials.

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