Illustrations in a text were hypothesized to enhance long-term memory of the text. The experiment varied the availability of illustrations (an illustrated prose passage versus a non-illustrated passage) and delay of retention (immediate posttests versus posttests given 2 wk. later). The passage was a short text on energy and the participants were high-school students. Illustrations did not enhance retention, which suggests the theory upon which the hypothesis was based needs to be refined. The functionally oriented theoretical framework was shown to be amenable to empirical test.
PaivioA.Coding distinctions and repetition effects in memory. In BowerG. (Ed.), The psychology of learning and motivation. New York: Academic Press, 1975. Pp. 179–211.
