Text and graphics: manipulating nutrition brochures to maximize recall

This study examined how altering text and graphics of a nutrition brochure could affect the ability to remember the content of the message. Two theore tical models were used to guide alterations: dual-coding theory and the com munications model. Three brochure formats were tested: the original brochur e containing abstract text and abstract graphics, a modified brochure with relatively concrete text and abstract graphics, and a relatively concrete t ext brochure with concrete graphics. Participants (N = 239 women) were divi ded into four age groups: 20-30, 40-50, 60-70 and over 70 years. Women were randomly assigned into each of the three experimental brochure formats or a control group. Participants completed recalled materials from the assigne d brochures (the no treatment control group did not include a brochure) at two different sessions, 30 days apart. Data were content analyzed and resul ts were compared using analysis of covariance to test differences by age an d brochure types. Younger women (20-30 and 40-50 years) recalled more infor mation than women over 60 years. More concrete nutrition education print ma terials enhanced recall of information presented immediately after reading the material; however, this effect was transient and lasted less than 30 da ys after a one-time reading. The implications of these data for communicati ng nutrition messages with print materials are discussed.