Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference.

By Richard E. Mayer, Laura J. Massa. 2003

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The role of working memory components in multimedia comprehension (2008, background): “In contrast, verbalizing subjects memorize and understand the hypertext document better when only linguistic information is provided than when graphics and videos are available (see also Mayer & Massa, 2003 ).”
The instructor’s face in video instruction: Evidence from two large-scale field studies. (2015, background): “The visualizer–verbalizer hypothesis states that some people are better at processing pictures, whereas others are better at processing words (Mayer & Massa, 2003).”
The new object‐spatial‐verbal cognitive style model: Theory and measurement (2009, background): “…on verbal ability tests (Green & Schroeder, 1990; Kirby, Moore, & Shofield, 1988; Mayer & Massa, 2003), their visual subscale did not correlate with any visual-spatial aptitude measures (e.g. Alesandrini, 1981; Edwards & Wilkins, 1981; Green & Schroeder, 1990; Parrott, 1986; Mayer & Massa, 2003).”
How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review (2020, background): “For example there is evidence that individuals show fairly stable differences in certain cognitive tests, e.g., of visual or verbal ability, sometimes called a “cognitive style” (e.g., Mayer and Massa, 2003).”