Chapter 2 of this instructional message design document focuses on key concepts related to dual coding, conjoint retention, and various forms of visual representation such as diagrams, charts, and graphs. It discusses the effectiveness of different presentation styles and their impacts on information retention and comprehension. The chapter cites various studies and authors to support its insights on how visual elements can enhance learning experiences.

1. Instructional Message Design Chapter 2: ˆ
Clark (1983) F F F F F F F ˆ
F F F ˈ F F F F
F ˈ F F F ˈ F
F F F F F F F F F
F F F
4. F
4.1 F F F F F ˈ
F
F F F ˈ
F ˈ F F F ˈ F ˈ
F (Dual Coding) (Paivio, 1971, 1983) F F (Conjoint
Retention) (Kulhavy, Lee, & Caterino, 1985; Schwartz, 1988) F F
F F F F
F F F F F F F F
Shepard (1967) F 600 F F F 98
Standing (1973) F F 10,000 F F F
F F F 80
4.2 ˈ F
F F F F F F
F ˈ F F F F
Levin F 5 F
1) F F (Decoration) F F ˈ F F F ˈ
F
2) F ˈ F (Representation) F
F
3) F F (Organization) F F ˈ ˈ
ˈ

2. 4) F (Interpretation) ˈ
F F ˈ
5) F F (Transformation) F F F F
F F ˈ F 2.13 ( F 87)
5 F F 3 4 F (Charts)
(Diagrams)
2.13 5 F A: F F (Decoration) ˈ ʽ F F
F F F B: F ˈ F (Representation)
F F C: F F (Organization)
F F F F F F F
D: F (Interpretation) F (Diffusion) ˈ
F F F F
ˈ F E: F F (Transformation) F
F F
4.3 F F F F
F
F F F F F
F F F F F F F ˈ F
F F F F F F
F F F F F F F F F
ˈ F F F F F F
F F F F ( F ) F ˈ F
F F F (Organization)
4.4 F F F F ˈ
F F F F F
F F F F F F F
F F F F
F F F F F F F
F F F F F F F

3. 4.5a F F ˈ F
F F F F F
F F F F F
F F F F
F F F F F F F
F F F F F F
F ˈ F F F F F
4.5b F F F F F
F F F F F
F
F F F ˈ F F F F F F F
F F F
F F ˂ F F
F ˂ F F
F F F F F F
F F F F ˂
F F
2.14 F F
F (Systolic blood pressure) F (Diastolic blood pressure) F
F ˆˋ F ˆˋ F F F F
F F F
4.5c F F F F
ˈ F F F F F
F F F F F F F F
F F F F F
F F F F F F F F F
F F F F ˈ F ˁ F F
F F ˈ F F F ...
4.6 F F F

4. F F F F F F F F F
F F 2.15 ˈ F
F ˈ F F F 4 F F 1) F
F ˈ F (Cartoon strip) F
F F F F F F F F F 2)
F F F F F
F ˈ F 3) F F F
F 4) ˈ F
2.15 ( F 92) F F F
ʾ F F F F ˈ
F F (Borror&White, 1970)
4.7 F F F
F F F F F
F F F ˈ F
ˈ F ˈ F ˈ F
F F F F ˈ F F ˈ
ˈ
2.16 ˈ F F F F F F
F F F F F F F
4.8 F F ˈ F
F F F F
Levin F F F F
F F F F F
F F F F F F F
F F F F
F F F F ˈ F F F
F
Levin F F F F
F F F F F F

5. F F F F F F F F
F
2.17 Morrison Levin (1987) F F F F F ʿ
F F F F F (Wolframite)
F ˁ (Wolf) ˈ F F F ˈ F F F F F
F F F F F F F
F F ˈ F F
4.9 F F F 2 F F ˈ F
F
Dwyer (Dwyer, 1972, 1978, 1987; Clark & Angert, 1985) F
F F F
F F F
F F
F F F
(Hue) F (Brightness) F F F
(Contrast) F F F F F F
F F F F F F F F
ˈ F F F F F F F F F F
5. F (Diagram), (Charts) (Graphs)
ˈ ˈ F
F F ˈ ˈ
F F F F
F F F F ˈ
F F
5.1 F F F
ˈ ˈ F ˈ
F F F
3 F F
F F F F
( F F F F )

6. F F F F F F
F F F F F
F F F
5.2 F F F F
F F
Larkin and Simon (1987) F F
F ˈ F ˂
F 2.18 ˈ F F F ʿ F F ˆ ʽ F F
F F F F F F F
F F ˆ F F F F F
F ˆ F F ˈ F
F F F F F ˆ
F F ( F )
F F F F F F
F F F
F F F F ,
F F F,
F F F F
ˈ ˆ F F ˆ F
F F
F F F F
F ˈ F F F F
F F F F
F F F F F F F F ˈ F
ˈ F F F
F F F F F ʽ F
F ˈ F F F F
F F F F
F F F F
F F F F F F

7. 2.18 F ˆ ˈ Larkin and Simon
(1987) F F F
5.3 F F F F F
F F F
F F F F F
F F F F F
F F F
F F F F F
F F
F F F F
F F F F
F F ˈ F F F F
F F F F F F F F
F F F
2.19 ˂ Winn Sutherland (1988) F
F F F
F ˂ F F F F F
F F F F F F F F
F ˈ F F F
5.4 F F ʽ F F
F F F F F F
F F F F F 4
ʽ (Bertin, 1981, 1983; Rankin, 1986; Tufte, 1983)
5.4a. F F F F F F F F
F F F F F F
5.4b. F
5.4c. F F F F F F
F F
5.4d. ʽ F F F
F F ʽ F F F

8. 5.5 F F F F F
F F
( F F F F - F ) F F
F F F F 2 F F
F F F F F 2 F 2.20 F F F
F F F F F ˈ F ˈ F F ˆˉ
F F F ˈ F F ˈ F F F F
F F F F F F F F
F F F F F ( F
ˁ F F )
2.20 F F F F F F F F ˈ
F F F F F F F F F
F F ˈ F F
5.6a. F x y
F F F F F F F F x y
F F F F F F F F 2.21 F
F F F F F
2.21 F 5 F F F F F F F
F F F F F F
5.6b. F F F
F F
F F F
F F
ˆ F F F F F F F F F
F F F , F F F F , ,
F F F F F
, , F F F F
F ˆ ʽ F F F F
F

9. 5.6c. x y F
F (Pie Chart)
F F F F F
5.6d. F F F
F F
F F F F F
F F F F F
F F F ˈ F
F
6. F F
6.1 F F F F
F
F F F F
F F F F F F F F
F F F F F F
F F F F F F F F F
ˈ F
6.2 F F F ˈ F F F F
ˆ F F F F ,
ˈ F
F F F F F
F F F F F F F
F F F F F F F F
F ˈ F F F (Capital Letters) F
F F F F (Highlight) F F
F F F
F F F
F F F F F

10. 2.22 F F F F F ˈ
F F F F F F F ˈ F
F F
6.3a. F F F F F F F
F F F F
F F ˈ F F F F F F F F
F F F F F F
6.3b. F F
F 2.23 F F F
F F F F F F F
F F F
6.3c. F F F F F F F F F
F
F F F F F F F F F F ˈ
F F F F F F
6.3d. F F F F F F
F F F F
F F F F F
F F F F F F F F F
6.4a. F F F F F
F F F F F
6.4b. ˈ F ( F F F
F )
6.4c. F F F F F F
F F
F 2.25 F F F
(Ascenders and Descenders) F F F F F F
6.4d. F F
F ˈ F F ˈ
F F F F F F
F F -
6.4e. F F F F

11. F F
F F F F F
F F F
6.5 F F F F
F F F F F F
F F ˈ F F F F F
ˈ F F F F
F F
6.6 F F F F
F ˈ F F F F
F F F F F F
(Fenton, 1987; Seppala&Salvendy, 1985; Snowberry, Parkinson, &Sisson, 1983)