The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference.
Working memory (WM) refers to the brain function involved in the temporary manipulation (i.e., processing, integration, storage, retrieval, etc). of the information necessary for complex cognitive tasks such as language comprehension, learning, and reasoning [1].
The battery consists of neuropsychological tests to assess motor speed, attention, executive functions, visuo-spatial relationships, comprehension, learning and memory.
However, working memory, design fluency, visuospatial functions, comprehension, learning, and memory showed slowing in terms of age related improvement in malnourished children.
The term WM refers to a brain system that provides temporary storage and manipulation of the information that is necessary for such complex cognitive tasks as language comprehension, learning, and reasoning [ 7].
Working memory is a task that is used to evaluate the transient holding and processing of new and already stored information, an important process for reasoning, comprehension, learning, and memory updating.
In the classroom, mental imagery seems to be especially important for reading comprehension and learning word meanings, and, according to at least to one theory, is a cornerstone for literacy.
Constructing mental images seems to reduce cognitive load and to increase comprehension and learning outcome when the mental visualization processes are not disturbed by externally drawing pictures on paper, whereas drawing pictures seems to increase cognitive load resulting in reduced comprehension and learning outcome.
The results indicated no difference between the TP and the TO condition in comprehension and learning efficiency, but the TP and TO conditions performed better than the TPO condition on both measures.
