Does spatial or visual information in maps facilitate text recall? Reconsidering the conjoint retention hypothesis |
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| Authors: | Marlynn M Griffin Daniel H Robinson |
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| Institution: | (1) Educational Psychology at Georgia Southern University, Statesboro;(2) Educational Psychology at the University of Texas, Austin |
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| Abstract: | The conjoint retention hypothesis (CRH) claims that students recall more text information when they study geographic maps
in addition to text than when they study text alone, because the maps are encoded spatially (Kulhavy, Lee, & Caterino, 1985).
This claim was recently challenged by Griffin and Robinson (2000), who found no advantage for maps over feature lists in facilitating
text recall. In two experiments, we crossed maps and lists with icons and names (c.f., Griffin & Robinson), and employed materials
and methodology very similar to those used in previous CRH studies by Kulhavy and colleagues (Kulhavy, Stock, Verdi, Rittschof,
and Savenye, 1993; Stock, Kulhavy, Peterson, Hancock, & Verdi, 1995). In addition, we included a concurrent task to measure
spatial encoding, as did Griffin and Robinson. No advantages were found for maps over lists in facilitating text recall, nor
were maps processed in a more spatial manner than litsts. Instead, it appears that the key stimulus feature for facilitating
text recall is mimetic icons (i.e., icons that represent features) rather than the spatial characteristics of geographic maps,
a finding that supports dual-coding theory (Paivio, 1986), but not the CRH. |
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