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A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory
ARTICLE

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Journal of Educational Psychology Volume 90, Number 2, ISSN 0022-0663

Abstract

Multimedia learners (n=146 college students) were able to integrate words and computer-presented pictures more easily when the words were presented aurally rather than visually. This split-attention effect is consistent with a dual-processing model of working memory. (SLD)

Citation

Mayer, R.E. & Moreno, R. (1998). A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory. Journal of Educational Psychology, 90(2), 312. Retrieved December 14, 2019 from .

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