| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 352251 | Computers in Human Behavior | 2009 | 9 Pages |
Two experiments examined the acquisition of word-processing skills (Experiment 1) and internet usage skills (Experiment 2) by novice adults using three types of illustration, specifically, full-screen illustrations with the text superimposed, icons embedded in the text, and a control, text-only condition. Training with the full-screen or embedded icons yielded significant improvements in performance relative to the text-only condition only in tests that simply required the participants to repeat the step-by-step directions. When tests required that the participants themselves retrieve and reproduce the sequence of steps, the training with illustrations – especially the full-screen illustrations – repeatedly had a negative effect on performance. The results suggest that the illustrations, by making it easy to execute each step of a procedure during training, encouraged superficial processing, which in turn yielded a set of stimulus-response associations rather than a well-linked sequence of actions in long-term memory.
