Inhaltszusammenfassung

An integrated model of text and picture comprehension is presented in this chapter which takes into account that learners can use multiple sensory modalities combined with different forms of representation. The model encompasses listening comprehension, reading comprehension, visual picture comprehension, and auditory picture comprehension (i.e., sound comprehension). The model’s cognitive architecture consists of modality-specific sensory registers, working memory, and long-term memory. With...An integrated model of text and picture comprehension is presented in this chapter which takes into account that learners can use multiple sensory modalities combined with different forms of representation. The model encompasses listening comprehension, reading comprehension, visual picture comprehension, and auditory picture comprehension (i.e., sound comprehension). The model’s cognitive architecture consists of modality-specific sensory registers, working memory, and long-term memory. Within this architecture, a distinction is made between perception-bound processing of text surface or picture surface structures, on the one hand, and cognitive processing of semantic deep structures, on the other hand. The perception-bound processing of text surface structures includes phonological and graphemic input analyses with graphemic–phonemic conversion, leading to lexical patterns. The perception-based processing of picture surface structures includes visual or acoustic feature analyses, leading to visual and acoustic perceptual representations. The descriptive cognitive processing deals with lexical patterns; it includes parsing and access to a mental lexicon and leads to propositional representations. The depictive cognitive processing deals with visual and acoustic perceptual representations; it includes object recognition and structure mapping and leads to the construction of mental models. Propositional representations and mental models interact via model construction and model inspection processes. After presenting the theoretical model, the chapter derives predictions, which can be empirically tested. It reports research findings that can be explained by the model, and it derives practical suggestions for instructional design. Finally, the chapter discusses limitations of the model and suggests possible further research. » weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Psychologie

DDC Sachgruppe:
Psychologie