The influence of text cohesion and picture detail on young readers' knowledge of science topics.

Results showed a significant increase in pupils' knowledge between pre-test and immediate post-test, but as hypothesized, no significant difference between levels of cohesion. No significant difference between types of pictures was detected. After 1 week, knowledge built with a high cohesive text significantly dropped with low-detail picture, whereas, with high detail, or no picture, there was no significant difference. Results suggested that when participants were given a low-detail picture with a low cohesive text, the integration process of the material was more restricted than with a high cohesive text.