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This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84 university students learned botanical concepts under 1 of 4 different support conditions: mapping (numerical labels vs. highlighting) and prompting (given vs. not given). Posttests assessed cognitive load, confidence in learning, and knowledge. Results showed a complex interplay between the 2 kinds of help and an effect of metacognitive monitoring. Moreover, spatial abilities moderated the effects of help. Our results indicate the need to complement resourceoriented instructional design models with a conceptualization of the cognitive and metacognitive processes involved in successfulleaming. The notion of hybrid conceptual knowledge is proposed as a theoretical approach to understanding coherence formation
