This article describes the value added by a stock-and-flow feedback diagram to text-only instruction in macroeconomics. The experiment was motivated by a prior study in which the use of graphs to teach macroeconomics was no more effective than verbal instruction alone. Here, in contrast,...

Students are expected to think critically about economic processes but not about the way economists explain those processes. They are generally powerless to do the latter. This paper illustrates a causal mapping technique to enable students to translate narrative accounts of various economists'...