CONTEXTUAL INFLUENCES OF MAPS AND DIAGRAMS ON LEARNING

In this study, we examined the influence of graphic patterns and their interpretive context on learning accompanying prose. Subjects examine d a graphic figure identified as either a map or a diagram and were in structed either to label its vertices with 12 keywords provided or to simply list them below the figure. Groups practiced performing their s pecific task from memory and given corrective feedback whereupon the e ntire procedure was repeated. Subjects then heard a narrated story wit h a different keyword named every third sentence. Order of appearance by the keywords was either similar to or different than that suggested by the display studied. Memory for both story information and the key words themselves was tested using constructed response questions and a serial recall task, respectively. Subjects were also asked to rate th e usefulness of experimental materials and procedures for learning key words and story content. Results suggest maps, unlike diagrams, are se quentially encoded and that abstract graphic displays can adopt map-li ke characteristics as a result of the context in which they are presen ted. Experimental outcomes are discussed in terms of interpretive fram eworks and prior knowledge. (C) 1995 Academic Press, Inc.