Exploring the boundary conditions of the redundancy principle

Matthew T. McCrudden, Carolyn J. Hushman, Scott C. Marley

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a scientific text that described plate tectonics and a corresponding visual display that contained redundant segments from the text; or (b) a nonredundant condition, in which participants studied the scientific text and a corresponding visual display that lacked the redundant text segments. Embedding redundant text segments within the visual display enhanced performance on 3 measures of memory but not on a measure of transfer. The authors discuss the theoretical and practical implications using the cognitive theory of multimedia learning.

Original languageEnglish (US)
Pages (from-to)537-554
Number of pages18
JournalJournal of Experimental Education
Volume82
Issue number4
DOIs
StatePublished - Oct 2 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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