In Experiment 2 of Mayer and Sims (1994) investigating dual-coding theory, researchers analyzed the effects of presentation mode on problem-solving transfer based on students' spatial abilities. High-spatial ability students who received a concurrent presentation of animation and narration generated approximately 50% more creative solutions on transfer problems than high-spatial ability students who received a successive presentation or no instruction. In contrast, low-spatial ability students who received a concurrent presentation generated approximately the same number of creative solutions on transfer problems as low-spatial ability students who received a successive presentation.