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Text mapping is a learning strategy in which textual material is transformed into a spatial-pictorial representation--one that expresses concepts and the relations between them. The present study addressed a variant of text mapping, termed content mapping, which combined text material with instructional content. It was hypothesized that the use of content mapping as a learning strategy would enhance the long-term recall of main ideas. Subjects were exposed to content map models in the context of classroom instruction, and later were asked to free recall information from the map-relevant topic. The memory performance of "mappers" was superior to that of "nonmappers" in two respects: (1) the total number of idea units recalled as well as (2) the extent of detail in their recall protocols.

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