Comprehension of illustrated text: Pictures help to build mental models☆

By Arthur M. Glenberg, William E. Langston. 1992

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Metrics for Explainable AI: Challenges and Prospects (2018, background): “This assertion is supported by studies showing that diagrams can contribute significantly to the understanding of dynamic and complex systems (e.g., Clement, 2004; Glenberg and Langston, 1992; Heiser & Tversky, 2004; Johnson-Laird, 1983; Klein & Hoffman, 2008; Qin & Simon, 1992; Zhang & Wickens, 198”
Pictorial Illustrations Still Improve Students' Learning from Text (2002, methodology): “…suggest that such illustrations serve as “runnable mental P1: GVM Educational Psychology Review [jepr] pp317-edpr-363435 November 24, 2001 8:9 Style file version Nov. 19th, 1999 14 Carney and Levin models” for the learner (see also Glenberg and Langston, 1992; Gyselinck and Tardieu, 1994, 1999).”
THE INFLUENCE OF ILLUSTRATIONS ON CHILDREN'S BOOK PREFERENCES AND COMPREHENSION (2002, background): “This hypothesis predicts that pictures that explicitly portray information in the text (basically, pictures that repeat exactly what the text says) will facilitate performance on tests of that information (Glenberg & Langston, 1992).”
Interpreting Scientific and Engineering Practices: Integrating the cognitive, social, and cultural dimensions (2003, background): “…are construed as thinking in complex environments, thus these analyses have emphasized that cognition is " embodied " (See, e.g, (Barsalou 1999; Glenberg and Langston 1992; Glenberg 1997; 2 As noted by the editors of this volume, two significant metaphors pervaded the workshop on Cognitive…”
Visuospatial memory and phonological loop in learning from multimedia (2002, background): “Hence, presenting pictures that depict the content of the text they accompany may facilitate the construction of a mental model ( Glenberg and Langston, 1992; Gyselinck, 1995, unpublished).”
The role of working memory components in multimedia comprehension (2008, background): “Several authors mainly originating from the field of language comprehension ( Glenberg & Langston, 1992; Gyselinck & Tardieu, 1999; Hegarty & Just, 1993; Kruley, Sciama, & Glenberg, 1994) have suggested interpreting the facilitatory effect of illustrations within the framework of Johnson-Laird’s th”
Primary and secondary pragmatic functions of pointing gestures (2007, background): “…and cognitive scientists have looked seriously at multimodality in perception and cognition where external artefacts are involved (Goody, 1977; Larkin and Simon, 1987; Norman, 1991; Glenberg and Langston, 1992; Hutchins, 1995; Zhang, 1997; Oestermeier and Hesse, 2000; cf. Enfield, 2005).”
Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to 'learning styles' and 'multiple intelligences' (2003, methodology): “First, referential links between the imagistic and verbal codes can each comprise meanings for a given concept, representing a richer understanding (Glenberg and Langston 1992, Gobert and Clement 1999).”
Effects of four workplace lighting technologies on perception, cognition and affective state (2012, methodology): “We used a verbal event planning task (see Brunye et al., 2006; Glenberg and Langston, 1992) that required participants to memorize sequences of mission events (e.”