Generative processing principles: words with pictures and conversational-style words improve transfer over words alone and formal style¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3 · i3 large
Currency · newest study 2008 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 In 11 of 11 experiments, learners who received corresponding graphics with words performed better on transfer tests than learners who received words alone, median d = 1.39. → Richard E. Mayer 2008

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 · theoretical · r3

Controlled experiments on paper-based and computer-based lessons on brakes, pumps, generators, lightning, and arithmetic comparing words-and-pictures with words-only presentations; the article reports the quoted 11-of-11 result and that "The median effect size was 1.39, which is a large effect."

"learners who received corresponding graphics with words performed better on transfer tests than learners who received words alone"

Discussion¶

Related Claims¶

• Multimedia Principle Improves Learning — the general claim this finding bears on, with the studies behind it
• Contiguity principles: near placement and simultaneous presentation of corresponding words and pictures improve transfer — a narrower finding that bears on this claim
• Conversational narration style produces a large effect on learning from multimedia instruction, likely via social partnership — 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