When visual literacy was coined as a term, an early outcome was to suggest the existence or possibility of a visual language(s). From the beginning, comparisons have been made as if by second nature. Once we began to compare the communication aspects of imagery with written language, it was inevitable that the relationship between traditional verbal language and visuals would be explored. Sensory redundancy studies were one of the results of this natural progression of inquiry. Several researchers have explored the effects of visuals used alone and with written or spoken words. Some of the more interesting work along these lines has been done by Appelman (1993), Duchastel (1978), Braden (1983), Fleming (1987), and Dwyer (1988). A general conclusion would be that visuals and verbal materials when used together are in most cases stronger message carriers than when either is used alone.
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When visual literacy was coined as a term, an early outcome was to suggest the existence or possibility of a visual language(s). From the beginning, comparisons have been made as if by second nature. Once we began to compare the communication aspects of imagery with written language, it was inevitable that the relationship between traditional verbal language and visuals would be explored. Sensory redundancy studies were one of the results of this natural progression of inquiry. Several researchers have explored the effects of visuals used alone and with written or spoken words. Some of the more interesting work along these lines has been done by Appelman (1993), Duchastel (1978), Braden (1983), Fleming (1987), and Dwyer (1988). A general conclusion would be that visuals and verbal materials when used together are in most cases stronger message carriers than when either is used alone.
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