The information content of picture-text instructions for two assembly tasks was classified according to a taxonomy of information (Bieger, 1982), The location, in picture or text, of spatial, contextual, and operational information was then experimentally manipulated and the effect on comprehension was assessed by measuring the speed End accuracy of performance of 120 undergraduate students. It was found that textual presentation of spatial information produced fewer errors, while pictorial presentation of spatial information reduced performance times dramatically. It was further found that pictorial presentation of contextual information substantially reduced assembly times and slightly reduced the number of assembly errors. There were no differences between pictorial and textual depiction of operational information. Results are discussed in terms of implications for the design of instructional materials and the acquisition of information from picture-text materials.
Abstract