The primary purpose of this experiment was to examine the effectiveness of the multiple-relationship knowledge map format versus traditional text for the presentation of two bodies of scientific information. The secondary goal was to explore the efficacy of including pictures within each of these formats. In addition, verbal and spatial skills as measured by specific individual difference measures were assessed in terms of their predictiveness of recall of the information.; One hundred and three participants formed four experimental groups: text/no picture, text/picture, map/no picture, and map/picture. In the first session, students completed the individual difference measures and were given training on map processing. During the second session, they studied two bodies of information (intravenous therapy and the digestive system). The students were given free-recall tests in the third session. Results revealed that those who had studied maps recalled more of the main ideas, whereas those who had studied text recalled more of the details. Results also indicated that the pictures were ineffective in both map and text formats.; Verbal ability was found to be the most potent predictor of recall across all experimental conditions. Spatial skills were related primarily to the recall of main ideas in the text groups.
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