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| ERIC #: | EJ526858 |
| Title: | When Less Is More: Meaningful Learning from Visual and Verbal Summaries of Science Textbook Lessons. |
| Authors: | Mayer, Richard E.; And Others |
| Descriptors: | College Students; Higher Education; Instructional Materials; Learning; Recall (Psychology); Sciences; Textbooks; Transfer of Training; Verbal Communication; Visual Aids; Visual Learning |
| Source: | Journal of Educational Psychology, v88 n1 p64-73 Mar 1996 |
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Peer-Reviewed:
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N/A |
| Publisher: | N/A |
| Publication Date: | 1996-00-00 |
| Pages: | N/A |
| Pub Types: | Reports - Research; Journal Articles |
| Abstract: | In 3 experiments, 163 college students who read a summary with a sequence of short captions with simple illustrations depicting steps in a process recalled the steps and solved transfer problems as well as or better than students who received the full text with a summary or alone. (SLD) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | Summarization |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0022-0663 |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Higher Education |
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