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For whom is a picture worth a thousand words? How does the visualizing cognitive style affect processing of news photos?
Unformatted Document Text:  Processing of news photos 15 to the number of photographs recalled (Beta = .38; p < .025). H2 was supported. High visualizers seem to be better able to encode, store and retrieve visual information. Third, H3 predicted that attention would be positively related to recall. The regression results support this hypothesis. Longer viewing time was positively related to recall (R 2 change = .14; p < .012; Beta = .02; p < .024). Even though H1 was not supported, the relationship of cognitive style and recall was examined while controlling for attention (H4). Results show a slight reduction in the partial correlation between the visualizer cognitive style and recall when attention is controlled (partial r without attention = .38; partial r with attention = .34). Overall, the mediation model was not supported. Visualizing and attention seem to be related to memory through two independent paths. As predicted, verbalizing was not a significant predictor of recall or attention. Perceptions of news photographs (see Table 2 for regressions models): A series of research questions asked how visualizers and verbalizers would perceive various properties in the photos. The first dependent scale was self-reported interest in the images. The interest scale mean was 4.8, on a seven-point scale, with higher values meaning more interest. The regression results (after controlling for gender, age and income) showed that both the visualizer (beta = .36; p < .013) and verbalizer (beta = .29 p < .04) scales were positively related to interest ratings (R 2 change = .19; p < .013). People who preferred to learn from words and people who prefer to learn from visuals rated the photos as more interesting than did people who do not prefer to learn these ways. Next, activity level ratings were analyzed. The activity scale mean was 4.8, on a seven- point scale, with higher values meaning more active. The regression results revealed no significant effects for either visualizing or verbalizing levels.

Authors: Mendelson, Andrew.
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background image
Processing of news photos
15
to the number of photographs recalled (Beta = .38; p < .025). H2 was supported. High
visualizers seem to be better able to encode, store and retrieve visual information.
Third, H3 predicted that attention would be positively related to recall. The regression
results support this hypothesis. Longer viewing time was positively related to recall (R
2
change
= .14; p < .012; Beta = .02; p < .024).
Even though H1 was not supported, the relationship of cognitive style and recall was
examined while controlling for attention (H4). Results show a slight reduction in the partial
correlation between the visualizer cognitive style and recall when attention is controlled (partial
r
without attention
= .38; partial r
with attention
= .34). Overall, the mediation model was not supported.
Visualizing and attention seem to be related to memory through two independent paths. As
predicted, verbalizing was not a significant predictor of recall or attention.
Perceptions of news photographs (see Table 2 for regressions models): A series of
research questions asked how visualizers and verbalizers would perceive various properties in
the photos. The first dependent scale was self-reported interest in the images. The interest scale
mean was 4.8, on a seven-point scale, with higher values meaning more interest. The regression
results (after controlling for gender, age and income) showed that both the visualizer (beta = .36;
p < .013) and verbalizer (beta = .29 p < .04) scales were positively related to interest ratings (R
2
change = .19; p < .013). People who preferred to learn from words and people who prefer to
learn from visuals rated the photos as more interesting than did people who do not prefer to learn
these ways.
Next, activity level ratings were analyzed. The activity scale mean was 4.8, on a seven-
point scale, with higher values meaning more active. The regression results revealed no
significant effects for either visualizing or verbalizing levels.


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