ENHANCING THE RECALL OF TEXT - KNOWLEDGE MAPPING TRAINING PROMOTES IMPLICIT TRANSFER

Spatial-semantic displays, such as knowledge maps, are becoming more p revalent in educational settings (D. F. Dansereau & D. Newbern, 1997). In particular, knowledge maps have been found to be effective communi cation aids and study devices. Although explicit use of these displays can be effective, it has not been clear whether or not experience wit h these displays improves the manner in which people interact with oth er information formats. These experiments were designed to investigate whether mapping training helped people learn from text when not expli citly using a mapping strategy. In Experiment 1, college students trai ned with knowledge maps recalled more macro level ideas from two text passages compared with participants who were not given the training. I n Experiment 2, training facilitated recall of both macro- and micro-l evel ideas.