Using maps to remember text: an instructional analysis

Abstract

A sample of 45 undergraduate volunteers produced think aloud data while learning one of three versions of a reference map. Following map learning, the students read a text in which the events were related to the map features. Recall of text events was associated with accurate encoding of map structure. Results were interpreted within a dual coding framework, which emphasises cross‐code retrieval and a computational advantage for images of spatial displays.