Abstract
To measure the effectiveness with which 3 methods of presenting visualized instruction facilitated Ss' achievement when prior to receiving their instructional treatments Ss were told precisely the type of information they needed to perform successfully on the criterial measures, each S received a pretest, participated in his respective visualized instructional treatment, and received 4 individual criterial tests. Analyses indicated that, when Ss are instructed as to the type of information they should obtain from an instructional presentation: (a) the need for visualizing the content is diminished and (b) the use of questions to focus Ss' attention on essential learning cues in the visuals is not an effective instructional technique for improving achievement.
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