Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?

2006/01/01 by Laura J. Massa, Richard E. Mayer · 169 citations
Psychology · #Cognition #Cognitive dimensions of notations #Cognitive load #Cognitive psychology #Cognitive style #Computer science #Dimension (graph theory) #Frame (networking) #Innovative Teaching and Learning Methods #Learning Styles and Cognitive Differences #Mathematics education #Multimedia #Preference #Psychology #Style (visual arts) #Test (biology) #Visual and Cognitive Learning Processes #Visual arts #Visual learning

paper · doi:10.1016/j.lindif.2006.10.001

published in Learning and Individual Differences 16(4), 321-335 (Elsevier BV)

crossref issued 2006/01/01 · crossref published 2006/01/01 · crossref published-print 2006/01/01 · openalex publication_date 2006/01/01 · crossref created 2006/12/09 · crossref deposited 2019/01/10 · openalex created_date 2025/10/10 · crossref indexed 2026/07/15 · openalex updated_date 2026/07/28

Citations

• The Expertise Reversal Effect

Cited by

• Exploring the relation between visualizer–verbalizer cognitive styles and performance with visual or verbal learning material
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• Learning styles [wikipedia]