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

The DOI matches its Crossref record; 66 of the 68 references it cites were found in a registry or an index.

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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2 of the 68 references couldn’t be matched to a known paper.

Research works printed but not linked: 10

  1. Adler, C. (1993). Directed picture processing: The effects for learners on recall of related text. Diss. Abstr. Int. 54(3-A): 863.
  2. Benson, P. J. (1995). Problems in picturing text. Diss. Abstr. Int. Sec. A: Humanities Soc. Sci. 55(11-A): 3357.
  3. Blystone, R., and Dettling, B. (1990). Visual literacy in science textbooks. In Rowe, M. B. (ed.), What Research Says to the Science Teacher: The Process of Knowing, Vol. 6, National Science Teachers Association, Washington, DC, pp. 19–40.
  4. Clottes, J. (2001). France's magical ice age art: Chauvet cave. Nat. Geogr. 200(2): 104–121.
  5. Ho, E. (1999). The Heart of the Matter: The Use of Mnemonics and Analogies in Learning Science Text, Unpublished Masters Thesis, University ofWisconsin, Madison.
  6. Jenkins, J. J. (1979). Four points to remember: A tetrahedral model of memory explanations. In Cermak, L. S., and Craik, F. I. M. (eds.), Levels of Processing in Human Memory, Erlbaum, Hillsdale, NJ, pp. 429–446.
  7. Levin, J. R. (1980). Try a new method of vocabulary instruction. Weekly Reader (Teacher's Edition 4) 61(25): 1–3.
  8. Levin, J. R. (1995). Stalking the wild mnemos: Research that's easy to remember. In Brannigan, G. G. (ed.), The Enlightened Educator: Research Adventures in the Schools, McGraw-Hill, New York, pp. 85–108.
  9. Levin, J. R. (1998). How to remember (almost) everything. In Suid, M. (ed.), The Kids' How to Do (Almost) Everything Guide, Monday Morning Books, Palo Alto, CA, pp. 126–128.
  10. Schallert, D. L. (1980). The role of illustrations in reading comprehension. In Spiro, R. J., Bruce, B. C., and Brewer, W. F. (eds.), Theoretical Issues in Reading Comprehension: Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence, and Education, Erlbaum, Hillsdale, NJ, pp. 503–524.

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Metadata

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
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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