Contiguity principles: near placement and simultaneous presentation of corresponding words and pictures improve transfer¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3 · i3 large
Currency · newest study 2008 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 In 5 of 5 tests, learners who received integrated presentations (words near corresponding graphics) performed better on transfer tests than students who received separated presentations, effect size 1.12. → Richard E. Mayer 2008 q3 i3 In 8 of 8 experiments, learners performed better on transfer questions with simultaneous rather than successive presentation of animation and narration, median d = 1.31. → Richard E. Mayer 2008 (2)

Evidence¶

Richard E. Mayer 2008¶

Richard E. Mayer. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist. https://doi.org/10.1037/0003-066x.63.8.760

q3 · i3 · review · r2

Controlled experiments comparing integrated versus separated page layouts for paper-based brakes and lightning lessons and computer-based lightning lessons; the article reports the quoted 5-of-5 result and that "The effect size was 1.12, which is a large effect."

"In 5 of 5 tests, involving paper-based lessons on brakes and lightning and computer-based lessons on lightning, learners who received integrated presentations performed better on transfer tests than did students who received separated presentations"

Richard E. Mayer 2008 (2)¶

Richard E. Mayer. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist. https://doi.org/10.1037/0003-066x.63.8.760

q3 · i3 · theoretical · r3

Controlled experiments comparing simultaneous versus successive presentation of narration and animation on pumps, brakes, lungs, and lightning; the article reports the quoted 8-of-8 result and that "The median effect size was 1.31, which is considered a large effect."

"in 8 out of 8 experiments involving computer-based lessons on pumps, brakes, lungs, and lightning, learners performed better on answering transfer questions when they received simultaneous presentation of animation and narration rather than successive presentation"

Discussion¶

Related Claims¶

• Split Attention Effect Degrades Learning — possibly the same claim (merge candidate)
• Generative processing principles: words with pictures and conversational-style words improve transfer over words alone and formal style — a broader claim this one bears on
• Multimedia Principle Improves Learning — related
• Most surveyed Algerian university teachers of English (61.9%) report presenting words and corresponding graphics simultaneously — related
• Modality principle: graphics with spoken text beat graphics with printed text for transfer — related
• Presenting related material contiguously in space and time yields large learning benefits — a broader claim this one bears on