Cited by 894Visual and Cognitive Learning ProcessesReading and Literacy DevelopmentLearning Styles and Cognitive Differences

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Pictorial Illustrations Still Improve Students' Learning from Text

Carney, Russell N., Levin, Joel R.·2002·Educational Psychology Review

DOI 10.1023/a:1013176309260

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Authors: Carney, R. N., & Levin, J. R.
Affiliations: Missouri State University (US)
University of Arizona (US)
Corresponding author: Carney, Russell N.
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2002-03
Volume: 14
Issue: 1
Pages: 5-26
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1023/a:1013176309260
OpenAlex: W1488258299
Cited by: 873
References: 68
Citations by year: 2026: 26 · 2025: 46 · 2024: 34 · 2023: 48 · 2022: 37 · 2021: 65 · 2020: 50 · 2019: 43 · 2018: 53 · 2017: 60 · 2016: 41 · 2015: 35 · 2014: 57 · 2013: 47 · 2012: 41
FWCI: 12.01
Type: journal article
Language: en
Open access: closed
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Educational Psychology Review (publishedVersion)
BearWorks (Missouri State University) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords: textual illustration, textbook illustrations, visual aids, reading comprehension, learning from text, instructional media, educational technology

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Pictorial Illustrations Still Improve Students' Learning from Text

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