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
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“Research reports that when learners have access to visual representations in addition to a text, it becomes easier for them to comprehend the concepts presented (Carney and Levin, 2002; Tan et al., 2009).”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Carney and Levin, 2002
In the citing paper
“Carney and Levin (2002) suggested four common functions for images: Decorational, representational, organizational, and interpretational.”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Carney and Levin, 2002
In the citing paper
“Visual representations can be classified as decorative, representational, organizational, or interpretational (Slough et al., 2010; Carney and Levin, 2002).”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Carney and Levin, 2002
In the citing paper
“Regarding the function of images, we chose Carney and Levin's (2002) three categories that had been used in several works related to the analysis of visual representations in textbooks (Slough et al., 2010; Nyachwaya and Gillaspie, 2016).”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Carney and Levin, 2002
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“Such interpretations mesh well with those offered by other researchers with respect to the function of integrated pictures in learning science and mathematics concepts and skills (e.g., Marcus et al., 1996; Mayer and Anderson, 1992; Mayer and Moreno, 1998; Mousavi et al., 1995)—as becomes apparent in the immediately f…”
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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
- Published
- 2002-03
- Volume
- 14
- Issue
- 1
- Pages
- 5-26
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- 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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