Children's inferences with print and pictures.

Holmes, Betty C.

doi:10.1037/0022-0663.79.1.14

Cited by 24 publications

(17 citation statements)

References 16 publications

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“…First, they ensure that encoding occurs in both verbal and visual modalities (Johnson, 1985;Murachver et al, 1996). Second, they may improve children's comprehension of the verbal material, consistent with research on the impact of pictures on children's recall of prose (Holmes, 1987;Levin et al, 1976;Ricci & Beal, 2002;Small et al, 1993). Finally, the high degree of feature overlap between the photographs and the objects in the event may maximize the likelihood of retrieval, and reinstatement, of the verbal and nonverbal preparatory information during the event itself (Tulving & Thompson, 1973).…”

Section: Discussionmentioning

confidence: 63%

“…Indeed, children's recall of aurally presented prose passages is enhanced by the simultaneous presentation of pictures, which are most eVective when they overlap with the story content but are nonredundant (Holmes, 1987;Lesgold, Levin, Shimron, & Guttman, 1975;Small, Lovett, & Sher, 1993). Moreover, the boost to recall is over and above the impact of simply presenting the verbal material twice (Levin, Bender, & Lesgold, 1976).…”

Section: Introductionmentioning

confidence: 95%

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Pre-event discussion and recall of a novel event: How are children best prepared?

McGuigan¹,

Salmon²

2005

Journal of Experimental Child Psychology

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Section: Discussionmentioning

confidence: 63%

Section: Introductionmentioning

confidence: 95%

Pre-event discussion and recall of a novel event: How are children best prepared?

McGuigan¹,

Salmon²

2005

Journal of Experimental Child Psychology

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“…Yet the type of readers who benefit from visuals is less clear. Earlier work suggested that visuals differentially support low-achieving readers' comprehension (Hayes & Reinking, 1991;Holmes, 1987), which led researchers to infer that the benefit of visuals derived from having information independent of decoding. For instance, Holmes (1987) revealed that although more skilled readers scored higher when processing text (alone), students in both groups performed better with an illustrated text.…”

Section: How Do Visuals Affect Learning?mentioning

confidence: 99%

A Content Analysis of Visuals in Elementary School Textbooks

Guo¹,

Wright²,

McTigue³

2018

The Elementary School Journal

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Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third-and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed.

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“…We refer to our approach as "drawing to learn," since the students learn new material by generating their own diagrams in an order of increasing difficulty in terms of the causal and dynamic information to be integrated. Drawing to learn may be effective for a variety of learners, since research has shown that even unskilled readers are able to make rich inferences from diagrams (Holmes, 1987).…”

Section: Drawing To Learn and Children's Causal Model Constructionmentioning

confidence: 99%

Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics

Gobert¹,

Clement²

1999

J. Res. Sci. Teach.

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This research examines the beneficial effects of student-generated diagrams versus studentgenerated summaries on conceptual understanding in the domain of plate tectonics. Fifty-eight Grade 5 students read a brief expository text about plate tectonics. During their reading of the text, students were asked to either draw diagrams, produce written summaries, or simply read the text (control). Conceptual understanding was measured by the diagrams and summaries which were generated during students' reading of the text, as well as by a posttest which assessed students' understanding of both spatial/static and causal/dynamic knowledge of the domain. Results indicated that the summaries generated during the reading of the text contained more domain-related information than the diagrams which were generated during the reading of the text. However, on the posttest measures, the diagram group outperformed both the summary and text only groups in terms of understanding both the spatial/static as well as causal/dynamic aspects of the domain. Results are discussed with regard to the differential effects that generating diagrams as compared to generating summaries or simply reading has on both on-line comprehension during reading and resulting conceptual understanding of the domain. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 39-53, 1999 Diagrams are widely used in virtually all science domains at all levels of education since they are thought of as an effective way of clarifying subject matter (Lowe, 1989). In school settings as well as in research, they are primarily presented as adjunct aids to text (Dean & Enemoh, 1983;Joseph & Dwyer, 1984;Mayer, 1989) emphasis on interactionist and constructivist methods of learning, diagrams are often given to students with the assumption that the presence of the diagram alone should facilitate learning. Unfortunately, there are several problems which arise when text and diagrams are used for learning, both in school settings and in research. First, many of the diagrams used in science have merely an illustrative rather than explanatory role. Explanatory diagrams are contrasted to illustrative diagrams such that explanatory diagrams seek to explain some aspect of the subject matter, whereas illustrative diagrams serve only to depict certain characteristics (Lowe, 1991). Second, contrary to the belief of science teachers and researchers (Kindfield, 1993), students often do not know how to use diagrams effectively (Gobert, 1994;Lowe, 1989), nor do they know what features are important in diagrams (Anzai, 1991). Finally, learning from a text and diagram may increase memory load (Sweller et al., 1990) or may require additional cognitive effort to integrate the two media (Hegarty, 1992;Yee, Hunt, & Pellegrino, 1991). The result of these problems is that the intended goal, which is for students to develop deeper understanding, is not met (Lowe, 1989).In brief, the existing research on visual displays as adjunct aids to text has demonstrated that they facilitate both recall a...

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Children's inferences with print and pictures.

Cited by 24 publications

References 16 publications

Pre-event discussion and recall of a novel event: How are children best prepared?

Pre-event discussion and recall of a novel event: How are children best prepared?

A Content Analysis of Visuals in Elementary School Textbooks

Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics

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