Molinari, G., & Tapiero, I. (2007). Integration of new domain-related states and events from texts and illustrations by subjects with high and low prior knowledge. Learning and Instruction, 17(3), 304-321.

Molinari, G.; Tapiero, I.

2007

Molinari, G., & Tapiero, I. (2007). Integration of new domain-related states and events from texts and illustrations by subjects with high and low prior knowledge. Learning and Instruction, 17(3), 304-321.

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The aim of this article is to investigate with high and low knowledge subjects in the scientific domain of the neuron, the way information should be presented and illustrated to promote the integration of new information. This fundamental process for learning was examined in two experiments using a primed recognition task. In the first study, the nature of domain-specific information depicted (states or events) was manipulated while in the second, the temporal position of illustrations (before or after textual information) was also considered. The main result showed that when presented before the text, illustrations allow easier retrieval from memory (a) when they represent 'states' for beginners, and (b) when they represent 'events' for experts. Within the theoretical framework of text and picture comprehension (Schnotz,W., & Bannert, M. (2003). Construction and interference in teaming from multiple representation. Learning and Instruction, 13, 141-156), our results offer a more precise definition of the conditions under which the addition of illustrations for a text is beneficial to the learning process.

In summary, readers with low knowledge seem to benefit more from ‘‘state’’ illustrations when they are presented before their corresponding sentences. For readers with higher knowledge, contrary to our prediction, it seems also to be more efficient to present ‘‘event’’ illustrations before textual information. The temporal position of illustrations does not seem to have any effect on the availability of text information (a) for beginners when they depicted events, and (b) for experts when they depicted states.

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