Abstract

Pictorial representations can play a pivotal role in both printed and digital learning material. Although there has been extensive research on cognitive techniques and strategies for learning from text, the same cannot be said for static and dynamic pictorial representations. In this paper we propose a systematic characterization of cognitive learning techniques that is founded on both theoretical and empirical research. The characterization relates the learning techniques to classes of cognitive processes as well as to textual and pictorial representations. We show how successful strategies for learning from both plain text and illustrated text are covered by the characterization. We also exemplify how the construction of new strategies for pictorial representations can be informed by the characterization.

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