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When Less Is More: Meaningful Learning from Visual and Verbal Summaries of Science Textbook Lessons.
Peer reviewedMayer, Richard E.; And Others – Journal of Educational Psychology, 1996
In 3 experiments, 163 college students who read a summary with a sequence of short captions with simple illustrations depicting steps in a process recalled the steps and solved transfer problems as well as or better than students who received the full text with a summary or alone. (SLD)
Descriptors: College Students, Higher Education, Instructional Materials, Learning
