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Health Education Research, Vol. 14, No. 4, 555-564, August 1999
© 1999 Oxford University Press

Text and graphics: manipulating nutrition brochures to maximize recall

K. L. Clark, R. AbuSabha1, A. von Eye3 and C. Achterberg2

Department of Exercise and Sports Science,
1 Nutrition Department, and
2 The Schreyer Honors College, The Pennsylvania State University, University Park, PA 16802, and
3 Institue for Public Policy and Social Research, Michigan State University, East Lansing, MI 48824, USA

This study examined how altering text and graphics of a nutrition brochure could affect the ability to remember the content of the message. Two theoretical models were used to guide alterations: dual-coding theory and the communications model. Three brochure formats were tested: the original brochure containing abstract text and abstract graphics, a modified brochure with relatively concrete text and abstract graphics, and a relatively concrete text brochure with concrete graphics. Participants (N= 239 women) were divided into four age groups: 20–30, 40–50, 60–70 and over 70 years. Women were randomly assigned into each of the three experimental brochure formats or a control group. Participants completed recalled materials from the assigned brochures (the no treatment control group did not include a brochure) at two different sessions, 30 days apart. Data were content analyzed and results were compared using analysis of covariance to test differences by age and brochure types. Younger women (20–30 and 40–50 years) recalled more information than women over 60 years. More concrete nutrition education print materials enhanced recall of information presented immediately after reading the material; however, this effect was transient and lasted less than 30 days after a one-time reading. The implications of these data for communicating nutrition messages with print materials are discussed.


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