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Differing Map Construction and Text Organization and Their Effects on Retention

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
William A. Kealy, Visiting Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: On the basis of Kulhavy's (R. W. Kulhavy, J. B. Lee, & L. C. Caterino, 1985) conjoint retention model of text learning with organized spatial displays, the authors conducted 2 experiments to analyze the effects of different types of maps and a considerate text (i.e., a text that follows the scanning pattern or the map) or an inconsiderate text. In the 1st study, 158 participants viewed an intact or a segmented map and a considerate or a randomized text. Those participants who viewed the intact map and read the considerate text recalled significantly more information than those who viewed the intact map and read the randomized text. In the 2nd study, 179 participants viewed a flat map, a 1-point perspective map, or a 2-point perspective map, and a considerate text formulated on the basis of the predicted miming pattern of the map. Those participants who viewed the flat map recalled significantly more information than those who viewed the perspective maps.

Additional Information

Schreiber, J. B., Verdi, M. P., Patock-Peckham, J., Johnson, J. T., & Kealy, W. A. (2002). Differing map construction and text organization and their effects on retention. The Journal of Experimental Education. 70(2), 114-130.
Language: English
Date: 2002
dual coding theory, recall, spatial displays