The Effect of Cue Specificity and Locus on Learning from Graphical Material

Abstract

The study investigated the effect of general and specific cues on learning information from graphs. Upper level college students were randomly assigned to one of four conditions. AH subjects were shown three graphs and were given posttests consisting of seven subtests designed to measure both general and specific inspection of the graphs. Results showed that specific and general cue groups scored higher on total scores and treatment groups scored better than controls on treatment specific scores.