Wolfgang Gaissmaier|Odette Wegwarth|David Skopec|Ann-Sophie Müller|Sebastian Broschinski|Mary C. Politi
Numbers can be worth a thousand pictures: Individual differences in understanding graphical and numerical representations of health-related information.
Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis|Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis|Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis|Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis|Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis|Max Planck Institute for Human Development|Zurich University of the Arts|Washington University in St. Louis
informed medical decision making requires comprehending statistical information aimed improve understanding conveying healthrelated statistical information graphical representations compared numerical representations first investigated whether iconicity representations ie abstractness vs concreteness affected comprehension recall statistical information second investigated whether graph literacy helps identify individuals comprehend graphical representations better numerical representationsparticipants n 275 randomly assigned receive different representations healthrelated statistical information ranging low iconicity numbers high iconicity icon arrays including photographs comprehension recall information assessed additionally participants rated accessibility information attractiveness representation graph literacy assessed means recently developed scalethe difference representations affected comprehension recall difference graphics numbers actual level iconicity graphics matter individuals high graph literacy better comprehension recall presented graphics instead numbers rated graphical information accessible numerical information whereas reverse true individuals low graph literacy f4 185 260 p 04 p 05 f4 245 271 p 03 p2 04 respectively groups judged graphical representations attractive numerical representationsan assessment graph literacy distinguished individuals best informed graphical representations statistical information better informed numerical representations