A mental model analysis was conducted with experts and intermediates in the domain of statistical hypothesis testing to determine the nature of relevant mental models that can be taught to novices. Two instructional strategies were investigated: a presentation sequence (separate vs. combined) and a presentation mode (diagrammatic vs. descriptive). Protocol analysis on the posttest revealed that students (i.e., novices) who received either the separate or the diagrammatic presentation strategy performed better and developed fewer misconceptions than those who received either the combined or the descriptive presentation strategy
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Hong et al. (1992) studied this question.