Visuospatial memory and phonological loop in learning from multimedia

摘要: The dual-task paradigm was used to show how visuospatial working memory and the phonological loop are involved in processing scientific texts illustrations presented via computer. In experiment 1, two presentation formats were compared: text-only text-with-illustrations. With a concurrent tapping task, beneficial effect of disappeared, while articulatory task impaired performance similarly both formats. An analysis individual differences revealed that this pattern results present high, but not low spatial span subjects. These support selective involvement illustrated texts. Experiment 2, format compared an illustrations-only format. selectively processing, with illustrations-only. addition, found for digit suggest define extent which subsystems learning from multimedia. would be mainly maintenance visual trace verbatim representation linguistic information respectively, these representations being basis higher-level comprehension processes. Copyright © 2002 John Wiley & Sons, Ltd.