People acquire different knowledge from different media, the closest indirect evidence for symbolic encoding specificity¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1986 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Learning from a map yields global spatial-relation images, while learning through navigation yields route knowledge. → Shavelson 1986

Evidence¶

Shavelson 1986¶

Shavelson, Richard J.; Webb, Noreen M.; Lehman, Penny. (1986). The Role of Symbol Systems in Problem Solving: A Literature Review. CSE Report No. 269. https://eric.ed.gov/?id=ED338680

q2 · i? · review · r2

The review reports, citing Thorndyke and Hayes-Roth's (1982) map-learning study, that people acquire different knowledge from different media, calling this the closest indirect evidence for symbolic encoding specificity; the review states it cannot find research directly related to symbolic encoding specificity.

"when learning from a map, people encode global spatial relations, images that can be scanned and measured like a physical map; whereas when learning through navigation, people acquire knowledge about the routes"

Discussion¶

Related Claims¶

• Proposition 4: evidence gathered through distinct demands supports capability claims better than multiple records of the same performance — the general claim this finding bears on, with the studies behind it
• In one 37-student classroom experiment, recall and retention differ across media combinations in the direction Dual Coding Theory predicts — related
• The direct-to-vicarious and purely symbolic experience continuum remains valid while the cone's description of media is dated — related
• Typical verbal achievement tests may underestimate students' subject-matter knowledge because of a mismatch between the test's symbolic form and students' symbolic encoding — related
• Adding relevant pictures or graphics to text improves learning from it, with a small pooled effect on reading comprehension, though whether dual coding explains the benefit is disputed — related