When Words Are Represented in Memory Like Pictures: Evidence for Spatial Encoding of Study Materials

We examined whether different word displays also differ in terms of the format in which they are represented in memory. Undergraduates studied a text, an outline, a graphic organizer, or a concept map and then were shown either a verbal (digits) or spatial (dots) display. They were then tested on comprehension of the first display and recognition of the second display. Comprehending graphic organizers and concept maps interfered with the spatial concurrent task and vice versa, whereas the verbal concurrent task interfered with comprehension of texts and outlines. These results are consistent with the conjoint retention hypothesis suggesting that spatial encoding may explain the facilitative effects of graphic organizers and concept maps. Copyright 1999 Academic Press.