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Tytuł:
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Texts and pictures serve different functions in conjoint mental model construction and adaptation.
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Autorzy:
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Zhao F; University of Hagen, Hagen, Germany. .
Schnotz W; University of Koblenz-Landau, Landau, Germany.
Wagner I; University of Koblenz-Landau, Landau, Germany.
Gaschler R; University of Hagen, Hagen, Germany.; Research Cluster Image Knowledge Gestaltung at Humboldt University of Berlin, Berlin, Germany.
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Źródło:
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Memory & cognition [Mem Cognit] 2020 Jan; Vol. 48 (1), pp. 69-82.
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Typ publikacji:
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Journal Article
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Język:
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English
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Imprint Name(s):
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Original Publication: Austin Tx Psychonomic Society
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MeSH Terms:
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Models, Psychological*
Multimedia*
Reading*
Adaptation, Psychological/*physiology
Pattern Recognition, Visual/*physiology
Thinking/*physiology
Adolescent ; Child ; Eye Movement Measurements ; Female ; Humans ; Male
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References:
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Mem Cognit. 1998 Mar;26(2):232-46. (PMID: 9584432)
Psychol Rev. 1980 Jul;87(4):329-54. (PMID: 7413885)
Contemp Educ Psychol. 1999 Apr;24(2):95-123. (PMID: 10072311)
Cognition. 2016 Jan;146:304-23. (PMID: 26491835)
Health Psychol. 2017 Jan;36(1):82-90. (PMID: 27631308)
Mem Cognit. 2015 Jan;43(1):70-84. (PMID: 24874510)
Mem Cognit. 2002 Apr;30(3):363-71. (PMID: 12061757)
Mem Cognit. 1997 May;25(3):321-32. (PMID: 9184484)
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Contributed Indexing:
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Keywords: Adaptive mental model specification; Eye tracking; Initial mental model construction; Text–picture integration
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Entry Date(s):
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Date Created: 20190803 Date Completed: 20201015 Latest Revision: 20201015
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Update Code:
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20240105
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DOI:
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10.3758/s13421-019-00962-0
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PMID:
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31372846
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In this study we examined the different functions of text and pictures during text-picture integration in multimedia learning. In Study 1, 144 secondary school students (age = 11 to 14 years; 72 females, 72 males) 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. Afterward 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 the participants' eye movement patterns confirmed the assumption that students allocated a higher percentage of available resources to text processing during the initial mental model construction than during adaptive model specification. Conversely, students allocated a higher percentage of available resources to picture processing during adaptive mental model specification than during the initial mental model construction. In Study 2 (N = 12, age = 12 to 16; seven females, five males), we ruled out that these findings were due to the effect of rereading, by implementing a no-question phase either once or twice. To sum up, texts seem to provide more explicit conceptual guidance in mental model construction than pictures do, whereas pictures support mental model adaptation more than text does, by providing flexible access to specific information for task-oriented updates.
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