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Pictorial Illustrations Still Improve Students' Learning from Text

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Abstract

Research conducted primarily during the 1970s and 1980s supported the assertion that carefully constructed text illustrations generally enhance learners' performance on a variety of text-dependent cognitive outcomes. Research conducted throughout the 1990s still strongly supports that assertion. The more recent research has extended pictures-in-text conclusions to alternative media and technological formats and has begun to explore more systematically the “whys,” “whens,” and “for whoms” of picture facilitation, in addition to the “whethers” and “how muchs.” Consideration is given here to both more and less conventional types of textbook illustration, with several “tenets for teachers” provided in relation to each type.

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  1. Department of Psychology, Southwest Missouri State University, Springfield, Missouri

    Russell N. Carney

  2. Department of Educational Psychology, University of Arizona, Arizona

    Joel R. Levin

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Carney, R.N., Levin, J.R. Pictorial Illustrations Still Improve Students' Learning from Text. Educational Psychology Review 14, 5–26 (2002). https://doi.org/10.1023/A:1013176309260

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