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What happens when we look at pictures, or at written words, or at pictures and words together? Is there a further effect when we hear words spoken along with visual or written material? We find evidence that visual material has strong influences on memory and learning, but its effectiveness for learning depends on the goal of the instruction as well as learning abilities and preferences.
Physical objects and events that can ordinarily be seen and actions that can be performed in the everyday world can be represented artistically, in drawings, sketches, caricatures and paintings, in still photography and in motion pictures, or in computer simulations. These illustrations are what are referred to as pictures.
Contrasted to these real-life representations are illustrations that visually describe hierarchies, sequences of events, or relationships between concepts or statistics. They take forms such as graphs, diagrams, geometric models, line charts, bar charts, scatter plots, maps, network charts, flow charts, time lines, data tables, trees, webs, matrixes, pie charts, Venn diagrams, classifications of plants and animals, sequences of events such as chemical reactions and nutrient cycles, diagrams of sentence structure, and other such graphic organizers or visual analogies.
A number of widely acknowledged phenomena suggest that pictures and words are processed differently. Research shows that most individuals read with the left-brain hemisphere, but the right hemisphere can understand some written information referring to concrete, picturable objects (Benson 1818). Damage to the left hemisphere resulted in Japanese subjects having problems understanding syllabic kana, which have more auditory aspects, while damage to the right hemisphere resulted in problems understanding kanji, which are more nonphonetic and visual. (Benson 1818).
One often observed effect suggests that pictures and words do not share a common processing system Pictures are inevitably remembered better than words on tasks of recall and recognition (Park & Gabrieli 1515). This picture superiority effect is an established memory phenomenon, in that experiments have repeatedly shown that memory for pictorial stimuli is extremely accurate, durable, and extensive compared to that for verbal stimuli (Noldy, Stelmack, & Campbell, 10417). Pictures become even easier to remember when the objects are not just side-by-side but are shown interacting, e.g., a car crashing into a tree (Wollen & Lowry(1718).
A theory to explain why pictures are memorable says that the processing of pictures in the brain needs additional allocation of attentional resources or effort (Noldy, Stelmack, & Campbell 10418). Noldy, Stelmack, & Campbells (10) EEG recordings of brain ERP (Event-Related Potential) waves showed that it took longer to name a picture than to read the verbal label of the picture. Park & Gabrielis (15158) participants also named pictures more slowly than they read words. Investigations of elementary learning processes, such as free-association reactions to words, drawings, and objects, have since the 140s found a longer reaction time to pictures than to words (Otto 16).
Pictures are more complex than the words that label the pictures, so more time and attention is needed to identify, or name, a picture. We spend more time looking at pictures (or real-life objects) before we can name them, so we remember pictures better. We spend less time looking at words in sentences, so we do not remember the sentences exactly-though we remember the gist. Pictures are also more distinctive and more unique than the words that label them, which further makes pictures more memorable.
We learn from experience what things belong together in categories; we have learned the connections between different concepts. In picture and word experiments, this effect of being able to quickly spot the relationships between pieces of information is known as the priming or context effect, or the expectancy mechanism (Borowsky & Besner 181). Words as well as pictures are read or understood faster when preceded by a related context. For instance, it is easier to identify the word butter when it comes after bread than when it comes after doctor.
Learning, by making connections between pieces of information and understanding their relationship, suggests that presenting pictures and words together to create connections between them will similarly be beneficial. A large body of research shows that learning can be affected positively when text and illustrations are presented together.
For adults, say Di Vesta, Ingersoll, & Sunshine (171478), use of imagery is a strategy preference, while for children it is a skill. Teaching children to construct mental images as they read enhances their abilities to construct inferences, make predictions, and remember what has been read, say Gambrell & Brooks Jawitz (165). Their study (Gambrell & Brooks Jawitz 1) showed that second and fifth graders who were told Remember to make pictures in your head outperformed the control group who were instructed to Read to remember. Mental imagery, they found, by encouraging an active engagement with the text, was even more effective than illustrations for reading comprehension, as the children recalled more story structure and wrote stories that are more complete.
Though they found an absence of a direct instructional value of pictures, Solman & Wu (154) refer to numerous studies that suggest that one great benefit of pictures is to enhance the incentive to learn. The affective factors such as attitude, motivation, and interest may lead learners to pay more attention and put in more effort, which may lead better learning. Pictures may also enhance the long-term retention of the words since the dual-coding effect and the greater effort made to process information and establish the relationship between the various sources of information may make learned information more resistant to memory loss (Solman & Wu 15 5).
Some people have a natural or a learned preference for visual material, and learning requires less effort when they can use their preferred material. Pictures can be understood very quickly. The global meaning or the gist of a picture can generally be attained in an easy and rapid way. Memory seems to store information in webs of relationships, so the benefit of placing pictures together with text comes from the possibility of making connections between the two types of information. One of the most beneficial effects of pictures, as seen in several observations is that cheerful, interesting illustrations provide motivation to study, thus, in supplementing a story in technical writing the picture is worth 1,000 words.
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