Jon,
I actually have no idea about this identifier number. (Not sure exactly where to look or check this out.)
This is what I get when I click on one article's basic info via PsychInfo (w/o correct formatting). See below.
Does anything in this info indicate good possibilities?
Here's the basic info PsychInfo provides:
Revising the redundancy principle in multimedia learning.
Author(s):
Mayer, Richard E., Department of Psychology, University of California, Santa Barbara, Santa Barbara, CA, US,
mayer@psych.ucsb.edu
Johnson, Cheryl I., Department of Psychology, University of California, Santa Barbara, Santa Barbara, CA, US
Address:
Mayer, Richard E., Department of Psychology, University of California, Santa Barbara, Santa Barbara, CA, US, 93106-9660,
mayer@psych.ucsb.edu
Source:
Journal of Educational Psychology, Vol 100(2), May 2008. pp. 380-386.
Publisher:
US: American Psychological Association.
Other Publishers:
US: Warwick & York
ISSN:
0022-0663 (Print)
1939-2176 (Electronic)
Digital Object Identifier:
10.1037/0022-0663.100.2.380
Language:
English
Keywords:
educational technology; multimedia learning; redundancy effect; PowerPoint presentation
Abstract:
College students viewed a short multimedia PowerPoint presentation consisting of 16 narrated slides explaining lightning formation (Experiment 1) or 8 narrated slides explaining how a car's braking system works (Experiment 2). Each slide appeared for approximately 8-10 s and contained a diagram along with 1-2 sentences of narration spoken in a female voice. For some students (the redundant group), each slide also contained 2-3 printed words that were identical to the words in the narration, conveyed the main event described in the narration, and were placed next to the corresponding portion of the diagram. For other students (the nonredundant group), no on-screen text was presented. Results showed that the group whose presentation included short redundant phrases within the diagram outperformed the nonredundant group on a subsequent test of retention (d = 0.47 and 0.70, respectively) but not on transfer. Results are explained by R. E. Mayer's (2001, 2005a) cognitive theory of multimedia learning, in which the redundant text served to guide the learner's attention without priming extraneous processing. (PsycINFO Database Record (c) 2008 APA, all rights reserved)(from the journal abstract)
Subjects:
*Cognitive Processes; *Computer Assisted Instruction; *Computer Software; *Learning; *Technology
Classification:
Curriculum & Programs & Teaching Methods (3530)
Population:
Human (10)
Male (30)
Female (40)
Location:
US
Age Group:
Adulthood (18 yrs & older) (300)
Grant Information:
This project was supported by a grant from the Office of Naval Research
Methodology:
Empirical Study; Quantitative Study
Publication Type:
Journal, Peer Reviewed Journal; Electronic
Format(s) Available: Electronic; Print
Document Type:
Journal Article
Release Date:
20080519
Accession Number:
2008-05694-008
Number of Citations in Source:
20
Persistent link to this record:
http://0-search.ebscohost.com.ignacio.u ... scope=site
Database:
PsycINFO