Cognitive Processes Underlying Learning from Multiple Representations

This chapter focuses on the cognitive processes underlying learning from multiple ­representations (e.g., text-picture combinations). Knowing about the cognitive ­processes involved is important for two reasons: First, it allows evaluating the assumptions of multimedia theories. Second, it allows us to support those learners who do not benefit from multiple representations by helping them to better execute the cognitive processes necessary to take advantage of information presented across multiple representations. After a short review of the assumptions made by theories of multimedia learning, empirical studies providing evidence regarding the underlying cognitive ­processes are reported. In these studies, cognitive paradigms (i.e., often established experimental setups), eye tracking, or verbal protocols were used to shed light on the cognitive processes ­underlying learning with multiple representations. Additionally, a short overview of how individuals can differ regarding the use of cognitive processes is provided. Afterwards, an example is shown of how we can support individuals in performing adequate cognitive processes when learning from multiple representations. The chapter ends with an outlook on future research.