This review of learning from maps and diagrams consists of two sections. The first section
presents a theoretical framework for learning from maps and diagrams. The case is made …

All geographers use and may create maps in their professional activities. While perceived by
some as merely tools to present spatial information, maps are actually complicated …

The understanding of instructions was explored within the context of cognitive load theory.
Instructional material may be difficult to understand if it consists of many elements that must …

Two experiments used fifth-grade students to test the hypothesis that conjointly presented
verbal/spatial information facilitates retrieval from either stimulus format. In Experiment 1 …

This paper draws on research from geography and psychology to explain how people learn
and remember both reference and thematic maps. The review describes how prior …

This article reviews research on how geographic maps influence the recall of associated
text. Drawing on literature from cartography and educational, experimental, and cognitive …

Subjects in three experiments read texts describing the locations of landmarks in a fictitious
town. Later they drew sketch maps and verified sentences describing the relative locations …

Publisher Summary This chapter discusses the design and use of instructional graphics. The
chapter presents methods through which designers can use graphics to convey meaning …

Most of us know people who “cannot read a map” and others who seem to navigate
intuitively. Such discrepancy in ability is puzzling, given that most people navigate to and …

Two experiments tested the conjoint retention model by having undergraduates learn an
intact map and text, and then see the map as a retrieval cue, in either its original form or a …