THE EFFECT OF PICTURE POSITION ON LEARNING FROM AN ACCOMPANYING TEXT

Abstract

This study examines whether the spatial configuration of two adjunct pictures influences processing of accompanying text as has been found in the case of other types of graphic displays. Forty‐eight undergraduates studied a text along with drawings or verbal descriptors portraying the main characters of a story. These adjuncts were spatially arranged on the page with the senior character situated above the junior, or vice versa. Analysis of variance of performance on constructed‐response questions showed no effect for configuration. However, significant differences in achievement were noted for questions derived from paraphrased parts of the story versus ones developed from verbatim rewordings of the text. Analysis of simple effects revealed these differences were only significant in cases where the story was studied in concert with an adjunct picture. Results are discussed in terms of residual processing demands brought about by switching from linguistic to imaginal codes. When adjunct pictures do not contribute to an understanding of the text, a net loss in processing may occur for the memory system.