Collaborative and competitive effects of verbal and spatial processes

Abstract

A framework is proposed for understanding how spatial and verbal processes may collaborate to enhance comprehension and recall, and how they may compete, thereby lessening certain aspects of comprehension and recall. Studies have shown that the processing of spatial information can enhance the memorability of an associated text, and that the processing of verbal information can enhance the memorability of spatial information. These results support collaborative processing. However, other studies have shown that one mode of processing can have deleterious effects upon another, or have failed to find a mutual enhancement effect for spatial and verbal processing, suggesting that competitive effects may also occur. The following factors are described: interference between modes of processing, the directing of attention, the nature of the information to be learned, and learners' individual differences in abilities, prior knowledge, learning strategies, and learning preferences. The utility of the framework is illustrated by the results of three recent studies of verbal and spatial processing. It is concluded that the nature of the information to be learned is of critical importance, and that students require instruction regarding sophisticated conjoint processing.