1Baggett, P. & Ehrenfeucbt, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movie. Educational Communication and Technology Journal 31 (1), 23-32.
2Goetz, E.T., Sadoski, M., Stowe, M.L., Fetsco, T.G. & Kemp, S. G. (1993). Imagery and emotional response in reading literary text: quantitative and qualitative analyses. Poetics, 22 (1-2), 35-49.
3Hargis, C.H. & Gickling, E.E. (1978). The function of imagery in word recognition development. Reading Teacher, 31 (8), 870-874.
4Kolker, B. & Terwilliger, EN. (1981). Sight vocabulary learning of first and second graders. Reading World, 20 (4), 251-258.
5Lambert, W.R. & Paivio, A. (1956). The influence of noun-adjective order on learning. Canadian Journal of Psychology, 10 (1), 9-12.
6Lwin, M., Morrin, M. & Krishna, A. (2010). Exploring the superadditive effects of scent and pictures on verbal recall: an extension of dual coding theory. Journal of Consumer Psychology, 20 (3), 317-326.
7Mayer, R.E. & Anderson, R.B. (1991). Animations need narrations: an experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83 (4), 484-490.
8Mayer, R.E. & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86 (3), 389-401.
9Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4 (1), 32-38.
10Paivio, A. (1967). Paired associate learning and free recall of nouns as a function of concreteness, specificity, imagery, and meaningfulness. PsychologicalReports, 20 (1), 239-245.
