Abstract
Some Behavioral Considerations (2), and an earlier article entitled Why Is a Picture Worth a Thousand Words? (3) suggest a variety of roles that visuals can play in instruction. Once used, the value of pictures in any of their roles may vary depending on the type of learning task posed the learner--e.g., learning concepts and principles, acquiring perceptual-motor skills, problem solving, etc. Pictures have weaknesses or strengths only with respect to particular instructional roles and particular types of learning tasks. Results of one experiment using a single experimental task, with visuals playing one particular role, provide insufficient justification for the recommendation of the possible abandonment of pictures from texts or films.
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