194 Understanding Rational Decision Making
See n204, Gunter (1987).
See n130, Levin et al. (1987).
215 Glass, A. L., Eddy, J. K., & Schwanenflugel, P. J. (1980). The verification of high and low imagery sen-
tences. Journal of Experimental Psychology: Human Learning and Memory , 6 (6), 692–704.
216 Miniard, P. W., Bhatla, S., Lord, K. R., Dickson, P. R., & Unnava, H. R. (1991). Picture-based persuasion
processes and the moderating role of involvement. Journal of Consumer Research , 18 (1), 92–107.
217 Canham, M., & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of com-
plex graphics. Learning and Instruction , 20 (2), 155–166.
Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications: Introduction
to the special issue. Instructional Science , 38 (3), 209–215.
See n201, Mayer & Gallini (1990).
218 Stone, E. R., Yates, J. F., & Parker, A. M. (1997). Effects of numerical and graphical displays on professed
risk-taking behavior. Journal of Experimental Psychology: Applied , 3 (4), 243–256.
219 Gaissmaier, W., Wegwarth, O., Skopec, D., Müller, A. S., Broschinski, S., & Politi, M. C. (2012). Numbers
can be worth a thousand pictures: Individual differences in understanding graphical and numerical rep-
resentations of health-related information. Health Psychology , 31 (3), 286–296.
220 Tait, A. R., Voepel-Lewis, T., Zikmund-Fisher, B. J., & Fagerlin, A. (2010). The effect of format on par-
ents’ understanding of the risks and benefits of clinical research: A comparison between text, tables, and
graphics. Journal of Health Communication , 15 (5), 487–501.
221 Cook, M., Wiebe, E. N., & Carter, G. (2008). The influence of prior knowledge on viewing and inter-
preting graphics with macroscopic and molecular representations. Science Education , 92 (5), 848–867.
Hegarty, M., Canham, M. S., & Fabrikant, S. I. (2010). Thinking about the weather: How display salience
and knowledge affect performance in a graphic inference task. Journal of Experimental Psychology: Learning,
Memory, and Cognition , 36 (1), 37–53.
222 Milroy, R., & Poulton, E. C. (1978). Labelling graphs for improved reading speed. Ergonomics , 21 (1), 55–61.
223 Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction.
Educational Psychology Review, 14, 47–69.
224 Fienberg, S. E. (1979). Graphical methods in statistics. The American Statistician , 33 , 165–178.
Kleiner, B., & Hartigan, J. A. (1981). Representing points in many dimensions by trees and castles. Journal
of the American Statistical Association , 76 , 499–512.
225 Chernoff, H. (1973). Using faces to represent points in k-dimensional space graphically. Journal of the
American Statistical Association , 68 , 361–368.
226 Winn, W. (1991). Learning from maps and diagrams. Educational Psychology Review , 3 (3), 211–247.
227 Spence, I. (1990). Visual psychophysics of simple graphical elements. Journal of Experimental Psychology:
Human Perception and Performance , 16 (4), 683–692.
228 Fischer, M. H. (2000). Do irrelevant depth cues affect the comprehension of bar graphs? Applied Cognitive
Psychology , 14 (2), 151–162.
Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2006). Information visualizations for knowledge acqui-
sition: The impact of dimensionality and color coding. Computers in Human Behavior , 22 (1), 43–65.
229 Holliday, W. G. (1975). The effects of verbal and adjunct pictorial-verbal information in science instruc-
tion. Journal of Research in Science Teaching , 12 , 77–83.
Holliday, W. G., Brunner, L. L., & Donais, E. L. (1977). Differential cognitive and affective responses for
flow diagrams in science. Journal of Research in Science Teaching , 14 , 129–138.
Holliday, W. G., & Harvey, D. A. (1976). Adjunct labeled drawings in teaching physics to junior high
school students. Journal of Research in Science Teaching , 13 , 37–43.
230 Bransford, J. D., & Johnson, M. K. (1973). Considerations of some problems of comprehension. In W. G.
Chase (Ed.), Visual information processing (pp. 383–438). Oxford, UK: Academic.
Smith, E. E., & Swinney, D. A. (1992). The role of schemas in reading text: A real-time examination.
Discourse Processes , 15 (3), 303–316.
von Hippel, W., Jonides, I., Hilton, J. L., & Narayan, S. (1993). Inhibitory effect of schematic processing
on perceptual encoding. Journal of Personality and Social Psychology , 64 (6), 921–935.
231 Bransford & Johnson (1973).
232 Anderson, R. C., Spiro, R. J., & Anderson, M. C. (1978). Schemata as scaffolding for the representation of
information in connected discourse. American Educational Research Journal , 15 (3), 433–440.
Dansereau. D. F., Brooks, L. W.. Spurlin, J. E., & Holley, C. D. (1982). Headings and outlines as processing aids
for scientific text (National Institute of Education, Final Report, NIE-G-79–0157). Fort Worth, TX: Texas
Christian University.