the computer" with "Pressing this button activates the software on your computer." When the term "your" is used, participants are more likely to associate the information with personal experiences or knowledge they accumulated in the past. These associations with past experiences and knowledge enhance learning and understanding (Mayer, Fennell, Farmer, & Campbell, 2004). Mode of presentation Visual versus verbal Step 1. When instructors have to demonstrate how one facet, such as anxiety, depends on another facet, such as intelligence, they should present this information in words. They can, however, present a graph after these findings are described. To illustrate, a speaker might want to highlight that anxiety tends to impair job performance in employees who are not intelligent. In contrast, anxiety tends to enhance job performance in employees who are very intelligent. Conceivably, this information could be presented as a graph--with two lines, one corresponding to unintelligent employees and one corresponding to intelligent employees. Alternatively, rather than rely on a graph, the speaker might simply describe this finding. Individuals cannot readily understand graphs that depict how the benefits of one facet, such as anxiety, depend on another facet, such as intelligence;; individuals struggle to integrate distinct facts into a single conclusion (Parrott, Silk, Doragan, Condit, & Harris, 2005). Schedule and context Contexts that promote concentration Step 1. Instructors often need to propose complex arguments to teach or persuade their participants. They should propose these complex arguments approximately 30 or so minutes after coffee is first provided. If individuals carefully consider