Effects of related decorative pictures on learning and metacognition

Abstract Research suggests that explanatory pictures support learning, whereas distract processing resources from the main ideas of a text may impair learning and are considered as seductive illustrations. However, non-explanatory related to do not tempt readers focus illustrations more than text’s might improve through spreading activation processes during learning. This effect be reflected in memory measures or metacognitive measures. Therefore, two experiments, we tested decorative for positive effects on knowledge transfer performance monitoring. Results indicate acquisition (Experiment 1) monitoring 2). In neither experiment, enhanced interest (measured triggered maintained situational interest). pattern results can explained by automatic mutual facilitation materials based processes.