Differential cognitive and affective responses to flow diagrams in science

Holliday, William G.; Brunner, Lawrence L.; Donais, Edward Louis

doi:10.1002/tea.3660140205

Cited by 60 publications

(32 citation statements)

References 16 publications

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“…Similar results were reported by Kulhavy et al (1983) and by Abel and Kulhavy (1986). It should be noted that Amlund et aL's, (1985) failure to find an interaction between reading ability and the way components were shown is contrary to the interaction reported by Holliday et al (1977) and by Moyer et al (1984) discussed above. In these studies, showing components of diagrams as drawings improved the performance of low-verbal but not high-verbal subjects.…”

Section: The Interplay Of Verbal and Spatial Information: Conjoint Recontrasting

confidence: 83%

“…The diagram shown in Fig. 4, from a study by Holliday et al (1977), also described later, functions in a similar way. First, it shows how the water, oxygen, nitrogen, and carbon dioxide cycles interact.…”

Section: Structure: the Configuration Of Componentsmentioning

confidence: 82%

“…It seems that depicting components realistically provided the support that low-ability students needed to encode and remember them. Holliday et al (1977) interpreted this finding in terms of Paivio's (1971Paivio's ( , 1983) "dual coding" theory, which posits that pictures are encoded both imaginally and verbally, whereas words are only encoded verbally. (I return to this idea when I discuss learning from maps.)…”

Section: The Nature Of Componentsmentioning

confidence: 92%

“…There is evidence that this is indeed the case. Holliday et al (1977) compared the effectiveness of two types of flow diagrams that illustrated the water, oxygen, nitrogen, and carbon dioxide cycles. In one version, the components were labeled boxes.…”

Section: The Nature Of Componentsmentioning

confidence: 99%

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Learning from maps and diagrams

1991

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Section: The Interplay Of Verbal and Spatial Information: Conjoint Recontrasting

confidence: 83%

Section: Structure: the Configuration Of Componentsmentioning

confidence: 82%

Section: The Nature Of Componentsmentioning

confidence: 92%

Section: The Nature Of Componentsmentioning

confidence: 99%

See 2 more Smart Citations

Learning from maps and diagrams

1991

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“…In one study, young adults saw arbitrary diagrams in biology that either contained only arbitrary visual elements or contained representational pictures in the form of line drawings (Holliday, Brunner and Donais, 1977). Learners with low verbal ability scored higher on the posttest when they saw the diagram containing the line drawings.…”

Section: Photos and Drawingsmentioning

confidence: 99%

Pictures and adult learning

Alesandrini

1984

Instr Sci

107

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Instructional pictures may be classified on the basis of how they convey meaning including classification as representational, analogical, or arbitrary (Gropper, 1963; Know!ton, 1966). Some previous reviews of picture effects have dealt with only the first category of pictures -that is, pictures that are isomorphic with the objects or concepts that they represent (Alesandrini, 1982;Levin and Lesgold, 1978). Other reviews have also considered arbitrary or non-representational pictures such as flowcharts and graphs (Levie and Lentz, 1982;Macdonald-Ross, 1977a). This article discusses research on all three types of pictures and considers how each type may play a crucial, yet different, role in the learning process. The focus is on picture effects in adult meaningful learning such as concept learning, learning from prose materials, and learning from expository text.

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Pre‐college Electrical Engineering Instruction: The Impact of Abstract vs. Contextualized Representation and Practice on Learning

Reisslein

Moreno

Özoğul

2010

J of Engineering Edu

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Background While engineering instructional materials and practice problems for pre‐college students are often presented in the context of real‐life situations, college‐level texts are typically written in abstract form. Purpose (Hypothesis) The goal of this study was to jointly examine the impact of contextualizing engineering instruction and varying the number of practice opportunities on pre‐college students' learning and learning perceptions. Design/Method Using a 3 × 2 factorial design, students were randomly assigned to learn about electrical circuit analysis with an instructional program that represented problems in abstract, contextualized, or both forms, either with two practice problems or four practice problems. The abstract problems were devoid of any real‐life context and represented with standard abstract electrical circuit diagrams. The contextualized problems were anchored around real‐life scenarios and represented with life‐like images. The combined contextualized‐abstract condition added abstract circuit diagrams to the contextualized representation. To measure learning, students were given a problem‐solving near‐transfer post‐test. Learning perceptions were measured using a program‐rating survey where students had to rate the instructional program's diagrams, helpfulness, and difficulty. Results Students in the combined contextualized‐abstract condition scored higher on the post‐test, produced better problem representations, and rated the program's diagrams and helpfulness higher than their counterparts. Students who were given two practice problems gave higher program diagram and helpfulness ratings than those given four practice problems. Conclusions These findings suggest that pre‐college engineering instruction should consider anchoring learning in real‐life contexts and providing students with abstract problem representations that can be transferred to a variety of problems.

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Differential cognitive and affective responses to flow diagrams in science

Cited by 60 publications

References 16 publications

Learning from maps and diagrams

Learning from maps and diagrams

Pictures and adult learning

Pre‐college Electrical Engineering Instruction: The Impact of Abstract vs. Contextualized Representation and Practice on Learning

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