The question of whether facilitative effects of figural illustrations are obtained in text comprehension is studied following a two-pronged approach.
First，imagery manipulation ability of first grades predicted their geometry remarks in computor
aided learning，while no such caual relations were obtained for mentally handicapped students. Second，
cumulative effects of the figural illustrations and advance organizers are obtained for college students
as they used analogies in their comprehension tasks. The data are discussed with reference to contextual cues and working memory models
