Burdick, J. G. (1959). A Study of Cross-Section Drawings Used as Technical Illustrations in High School Science Textbooks. Thèse de doctorat, Syracuse University, 87 pages.
The results of this study indicate that the technical illustrations used in high school science textbooks do not contribute to the readers's comprehension of the text, whether these drawings are cross-sections or perspective-cutaway drawings. The study makes several suggestions for further investigations into the subject of illustrations. These investigations might prove to be of value in determining the conditions of use in which illustrations affect comprehension, as well as determining any abilities which are affected by the use of illustrations.