The Use and Capture of Images for Computer-Based Learning II - Section 1 - 4 views
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Pictures make use of a massive range of cortical skills: colour, form, line dimension, texture, visual rhythm and especially imagination (Buzan, 1990). Imagination comes from the Latin imaginare, meaning "to picture mentally". Images are generally more evocative than words and more precise in triggering a wide range of associations, enhancing creative thinking and memory.
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kjsanders on 03 Feb 15Here's the link to the pdf for the full report: http://www.agocg.ac.uk/reports/graphics/capture2/capture.pdf
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The capacity for recognition memory for pictures is limitless. Pictures have a direct route to long-term memory, each image storing its own information as a coherent "chunk" or concept (
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However, the images or pictures must be meaningful to be retained (Freedman and Haber, 1974).
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The presence of pictures relevant to the text will assist learning. Therefore, for each screen without an image, is there an image that is relevant to the information of that screen? If you can replace the text with an image, do so. Pictures not covered by the information in the text will not enhance the learning of the text. For each screen with an image what is the intended purpose of that image? If it does not have a purpose relevant to the text, remove it. The presence of pictures in the text will not aid the learning of the text which is not illustrated. Pictures can help learners to understand what they read and also to remember it. The memory's storing and recalling powers can be enhanced through the use of images for emphasis and association. Pictures can sometimes be used as substitutes for words or as producers of non-verbal information. Learners may fail to make full use of complex illustrations. Simple representations should not be discounted because they are not 'sophisticated' enough. Can the image be simplified without losing the point? If so, simplify it. Pictures may assist learners with poor verbal skills more than those with good verbal skills. By providing an additional visual explanation the holistic skills of the right side of the brain are brought into play
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This paragraph caused me to recall how Lynell Burmark talked words and how they're ineffective if we haven't first stored an image of what they represent. For example, when she asked readers to draw an Okapi before they knew what it was.
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Title Section 1: Images and learning Images have a direct route to long-term memory
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Explanation of how images help route learning to long-term memory. The article talks about the 'cortical skills' images call into play.
