ABSTRACT
At one time a not-so-budding artist, Gabi Salomon, turned his attention instead to understanding the impact of media on cognition. In his characteristically subtle way, he announced in his dissertation: “Research with different media and modes of presenting material is not new. . . . Unfortunately the results of this research are rather meager and usually either over-generalized or much too specific to serve as guidelines for educational practice” (1968, p. 16). Fortunately for us, his interest in media was enduring; a major thrust of his research has been to understand the impact of media’s symbolic forms on students’ knowing, reasoning and performing.
