Exploring the Boundary Conditions of the Redundancy Principle

Autor/inn/en	McCrudden, Matthew T.; Hushman, Carolyn J.; Marley, Scott C.
Titel	Exploring the Boundary Conditions of the Redundancy Principle
Quelle	In: Journal of Experimental Education, 82 (2014) 4, S.537-554 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2013.813368
Schlagwörter	Multimedia Materials; Multimedia Instruction; Educational Experiments; Text Structure; Visual Aids; Undergraduate Students; Educational Psychology; Science Instruction; Recall (Psychology); Statistical Analysis; Prior Learning; Recognition (Psychology); Cues; Indexes; Memory; Information Retrieval; Plate Tectonics; Questionnaires + Suchen Sie Ihr Suchwort? Multimediales Lernen; Schulversuch; Textstruktur; Anschauungsmaterial; Erziehungspsychologie; Pädagogische Psychologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abberufung; Statistische Analyse; Vorkenntnisse; Recognition; Wiedererkennen; Stichwort; Indexdatei; Gedächtnis; Plattentektonik; Fragebogen
Abstract	This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a scientific text that described plate tectonics and a corresponding visual display that contained redundant segments from the text; or (b) a nonredundant condition, in which participants studied the scientific text and a corresponding visual display that lacked the redundant text segments. Embedding redundant text segments within the visual display enhanced performance on 3 measures of memory but not on a measure of transfer. The authors discuss the theoretical and practical implications using the cognitive theory of multimedia learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10