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Procedural Multimedia Presentations: The Effects of Working Memory and Task Complexity on Instruction Time and Assembly Accuracy.

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Title: Procedural Multimedia Presentations: The Effects of Working Memory and Task Complexity on Instruction Time and Assembly Accuracy.
Authors: Irrazabal, Natalia, Saux, Gastón, Burin, Debora
Source: Applied Cognitive Psychology. Nov/Dec2016, Vol. 30 Issue 6, p1052-1060. 9p.
Subjects: Recollection (Psychology), Short-term memory, Visual perception, Multimedia communications, Nonverbal ability
Abstract: Procedural text conveys information of a series of steps to be performed. This study examined the role of verbal and visuo-spatial WM in comprehension and execution of assembly instructions, as a function of format (text, images, multimedia) and task complexity (three or five steps). One hundred and eight participants read and executed 27 instructions to assemble a LEGOTM object, in single and dual task conditions. Study times and errors during assembly were measured. Participants processed faster pictorial and multimedia instructions than text instructions, and made fewer errors in the execution of multimedia instructions. Dual task affected more text or picture-only, than multimedia presentation. A verbal secondary task caused more errors in text or picture-only presentations, and spatial secondary task also caused interference in text-only instructions. Overall, these results support the multimedia advantage, and the role of both verbal and visuo-spatial WM, when understanding instructions. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Procedural Multimedia Presentations: The Effects of Working Memory and Task Complexity on Instruction Time and Assembly Accuracy.
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Nov/Dec2016, Vol. 30 Issue 6, p1052-1060. 9p.
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  Data: Procedural text conveys information of a series of steps to be performed. This study examined the role of verbal and visuo-spatial WM in comprehension and execution of assembly instructions, as a function of format (text, images, multimedia) and task complexity (three or five steps). One hundred and eight participants read and executed 27 instructions to assemble a LEGOTM object, in single and dual task conditions. Study times and errors during assembly were measured. Participants processed faster pictorial and multimedia instructions than text instructions, and made fewer errors in the execution of multimedia instructions. Dual task affected more text or picture-only, than multimedia presentation. A verbal secondary task caused more errors in text or picture-only presentations, and spatial secondary task also caused interference in text-only instructions. Overall, these results support the multimedia advantage, and the role of both verbal and visuo-spatial WM, when understanding instructions. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov/Dec2016
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