The cognitive consequences of modality assignment for educational communication: the picture in logic teaching

Keith Stenning

Learning and Instruction Vol. 9, No. 4 (1999) pp. 391–410

This paper describes a semantic approach to understanding the cognitive consequences for educational communication of assigning the same information to different modalities. The central idea is to base a theory of usability on semantic analysis of...

Language: English

Contrasting the Cognitive Effects of Graphical and Sentential Logic Teaching: Reasoning, Representation, and Individual Differences

Keith Stenning

Language and Cognitive Processes Vol. 10, No. 3 (1995) pp. 333–54

Compares the effects of teaching undergraduate logic courses using Hyperproof (a graphical computer software program) and a traditional syntactic teaching method. The results indicate that there is significant transfer from the logic courses to a...