How Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Seven-, Nine-, and Eleven-Year-Old Children

Seger, Benedikt T.; Wannagat, Wienke; Nieding, Gerhild

doi:10.1080/15248372.2019.1636799

Cited by 4 publications

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“…Although these theories focus on the interplay of expository texts and charts, graphs, or schematic diagrams, their key assumptions seem to be applicable in the context of the current study. Previous research with narrative texts indicates that multimodality benefits children’s comprehension in general (see Carney and Levin ( 2002 ) for a review; Seger et al 2019 ; Wannagat et al 2018 ) and coherence formation in particular, but without differentiating between local and global coherence. Orrantia et al ( 2014 ) examined 9- and 11-year-old children’s ability to establish global coherence when reading illustrated and unillustrated narratives.…”

Section: Introductionmentioning

confidence: 99%

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021

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In an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.

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Section: Introductionmentioning

confidence: 99%

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021

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“…In both studies, the situation model was significantly improved when illustrations were present rather than absent; likewise, text surface representations appeared to benefit from illustrations. One study (Wannagat et al, 2018) revealed an opposite pattern of results at the textbase level, indicating that semantic representations of text are less accurate when the text is illustrated; this was not replicated in Seger et al (2019) research. In the latter study, dynamic illustrations produced similar results as static ones when accompanying auditory narrative text.…”

Section: Sentence Recognition Methodsmentioning

confidence: 92%

“…Based on the above, we examined whether illustrations would make a difference in elementary school students' comprehension of auditory narrative text (Seger, Wannagat, & Nieding, 2019;Wannagat, Waizenegger, & Nieding, 2017;Wannagat, Waizenegger, Hauf, & Nieding, 2018). Wannagat et al (2018) asked their 7, 9 and 11 year-old participants to listen to stories that comprised six sentences each before they completed a sentence recognition task.…”

Section: Sentence Recognition Methodsmentioning

confidence: 99%

“…In one experimental condition, the participants received these stories in an auditory-only version; in the other condition, every sentence was accompanied with a static illustration. Similarly, Seger et al (2019) scrutinized text surface, textbase, and situation model representations of auditory and audiovisual stories in the same group and with roughly the same stimulus material, with the exception that they added a third experimental condition that used animated rather than static illustrations.…”

Section: Sentence Recognition Methodsmentioning

confidence: 99%

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Children’s surface, textbase, and situation model representations of written and illustrated written narrative text

2021

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According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.

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“…이야기를 제시하는 방식은 청각적 제시(음성), 시청각 동시 제시 (음성+그림 또는 텍스트), 시각적 제시(텍스트)로 세분화될 수 있는 데, 이야기가 시청각적으로 동시 제시될 때 두 가지 감각양식은 상 호작용하며 전반적인 이야기 의미 이해에 기여하게 된다 (Cohn, 2016). 일반적으로 다중양식의 이야기 제시는 제한된 작업기억의 용량을 효율적으로 활용할 수 있게 하여 아동의 이해에 도움이 되 며, 시각적 제시 정보는 청각적으로 제시되는 음성언어 정보와 함께 병렬로 처리가 가능하다고 알려져 있다 (Carney & Levin, 2002;Seger, Wannagat, & Nieding, 2019). 즉, 시각적 텍스트를 읽는 과정 에서의 청각적 설명(또는 오디오북의 사용)은 아동들의 주의집중 을 유도하는 데 유용할 수 있다 (Krejtz, Szarkowska, Krejtz, Walczak, & Duchowski, 2012).…”

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Exploring the Utility of Narrative Comprehension and Production Tasks to Identify Vocabulary Delay Using Eye-Tracker

Yang,

Yim

2023

Commun Sci Disord

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Objectives: The purpose of this study was to identify group differences in various aspects of narrative tasks performance (comprehension, production, and eye-tracking variables) and finally to explore whether narrative tasks can be used to detect vocabulary delay.Methods: Children in the 1st and 2nd grades (TD= 101, VD= 22) of elementary school participated in this study. All children participated in story comprehension and production tasks, and eye-tracking variables were extracted from two reading conditions (‘listening+reading’, and ‘reading’) in the story comprehension task.Results: There was a significant difference between the two groups in the ‘listening+reading’ condition in the story comprehension task, the ‘construction’ condition in the story production task, and the ‘total fixation duration (TFD)’ in the eye-tracking variables. We examined the ability of the story performances to discriminate vocabulary delays, and found that a total of 79.6% of the original cases based on the standardized vocabulary test could be correctly classified by the story performance variables. The ROC curve also showed that 84.6% of the children could be validly identified by a combination of narrative comprehension scores in the ‘listening+reading’ condition, narrative production scores in the ‘structure’ condition, and TFD in the ‘listening+reading’ condition of comprehension task.Conclusion: The significance of this study is that it explored the possibility of using narrative tasks as a useful tool for identifying micro-level vocabulary delays.

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How Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Seven-, Nine-, and Eleven-Year-Old Children

Cited by 4 publications

References 54 publications

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

Children’s surface, textbase, and situation model representations of written and illustrated written narrative text

Exploring the Utility of Narrative Comprehension and Production Tasks to Identify Vocabulary Delay Using Eye-Tracker

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