Texts and pictures serve different functions in conjoint mental model construction and adaptation.
Memory & Cognition. Bd. 48. H. 1. New York: Springer 2020 S. 69 - 82
Erscheinungsjahr: 2020
ISBN/ISSN: 0090-502X
Publikationstyp: Zeitschriftenaufsatz (Forschungsbericht)
Sprache: Englisch
Doi/URN: doi.org/10.3758/s13421-019-00962-0
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Inhaltszusammenfassung
This study examined the different functions of text and pictures during text-picture integration in multimedia learning. In Study I, 144 secondary school students (age = 11 to 14 years; 72 females) received six text-picture units under two conditions. In the delayed-question condition, students first read the units without a specific question (no-question phase), to stimulate initial coherence-oriented mental model construction. Afterwards, the question was presented (question-answering phase...This study examined the different functions of text and pictures during text-picture integration in multimedia learning. In Study I, 144 secondary school students (age = 11 to 14 years; 72 females) received six text-picture units under two conditions. In the delayed-question condition, students first read the units without a specific question (no-question phase), to stimulate initial coherence-oriented mental model construction. Afterwards, the question was presented (question-answering phase) to stimulate task-adaptive mental model specification. In the preposed-question condition, students received a specific question from the beginning, stimulating both kinds of processing. Analyses of participants’ eye-movement patterns confirmed the assumption that students allocated a higher proportion of available resources to text processing during initial mental model construction than during adaptive model specification. Conversely, students allocated a higher proportion of available resources to picture processing during adaptive mental model specification than during initial mental model construction. In Study II (N =12, age = 12 to 16, 7 females), we ruled out that these findings were due to the effect of re-reading by implementing a no-question phase either once or twice. To sum up, texts compared to pictures seem to provide more explicit conceptual guidance in mental model construction, whereas pictures compared to text support more mental model adaptation by providing flexible access to specific information for task-oriented updates. » weiterlesen» einklappen
Klassifikation
DFG Fachgebiet:
Psychologie
DDC Sachgruppe:
Psychologie
