Published Papers That Used SuperLab

In Experiments 1 and 2, we examined whether different word displays also differ in terms of the format in which they are represented in memory. Undergraduates studied either a text, outline, graphic organizer, or concept map, and then were shown either a verbal (digits) or spatial (dots) display. They were then tested on comprehension (concept facts and relations) of the first display and recognition of the second display. Comprehending graphic organizers and concept maps interfered with the spatial concurrent task and vice versa, whereas the verbal concurrent task interfered with comprehension of texts and outlines. In Experiment 3, when no concurrent task was used, graphic organizers were less effective than concept maps for factual learning, and better than outlines for relational learning. Taken together, these results suggest that both spatial encoding and organization may explain the facilitative effects of graphic organizers.