| Abstract: | Spatial–semantic displays, such as knowledge maps, are becoming more prevalent in educational settings (D. R. Dansereau & D. Newbern, 1997). In particular, knowledge maps have been found to be effective communication aids and study devices. Although explicit use of these displays can be effective, it has not been clear whether or not experience with these displays improves the manner in which people interact with other information formats. These experiments were designed to investigate whether mapping training helped people learn from text when not explicitly using a mapping strategy. In Experiment 1, college students trained with knowledge maps recalled more macro-level ideas from two text passages compared with participants who were not given the training. In Experiment 2, training facilitated recall of both macro- and micro-level ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
