Integrated Model of Text and Picture Comprehension

We investigated how a picture fosters learning from text, both with self-paced presentation and with short presentation before text. In an experiment, participants (N = 114) learned about the structure and functioning of a pulley system in one of six conditions: text only, picture presentation for 150 milliseconds, 600 milliseconds, or 2 seconds, or self-paced before text, or self-paced concurrent presentation of text and picture. Presenting the picture for self-paced study time, both before and concurrently with text, fostered recall and comprehension and sped up text processing compared with presenting text only. Moreover, even inspecting the picture for only 600 milliseconds or 2 seconds improved comprehension and yielded faster reading of subsequent text about the spatial structure of the system compared with text only. These findings suggest that pictures, even if attended for a short time only, may yield a spatial mental scaffold that allows for the integration with verbal information, thereby fostering comprehension.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

How Inspecting a Picture Affects Processing of Text in Multimedia Learning

Eitel¹,

Scheiter²,

Schüler³

2013

“…Drawing on cognitive theories of text and picture comprehension (Mayer, 2005;Schnotz, 2002Schnotz, , 2005Schnotz & Bannert, 2003), we assumed pictures to positively influence the time needed to respond to test items and the correctness of responding to test items. The results showed that pictures in fact improved item processing.…”

Section: Pictures In Test Items: Effects On Response Time and Responsmentioning

confidence: 99%

“…As a result, understanding and memory of the information are more likely to be enhanced. The dual-coding theory is an integral part of more recent theories such as the cognitive theory of multimedia learning developed by Mayer (2005) or the integrated model of text and picture comprehension developed by Schnotz (2005).…”

Section: Processing Pictures In Learning Situationsmentioning

confidence: 99%

Pictures in Test Items: Effects on Response Time and Response Correctness

Saß

Wittwer

Senkbeil

et al. 2011

Although pictures are often added to text in items of educational tests, little is known about their influence on item solving. Therefore, we conducted an experiment in which we examined how pictures affected item solving. A total of N = 158 fourth-grade students completed a physics knowledge test under one of six experimental conditions. The experimental conditions varied according to whether or not pictures were presented in the stem and in the answer options of the test items. The results showed that pictures in the stem and in the answer options increased the correctness with which students responded to the test items. This was particularly true for test items that required the application of relationships. In addition, response time was reduced when pictures were added to the answer options of the test items. Hence, pictures are an important feature of test items that produce changes in item processing.

The role of working memory components in multimedia comprehension

Gyselinck

Jamet

Dubois

2008

This article argues that conducting experiments involving the ability to control and even manipulate the cognitive load in working memory (WM; storage and or processing load) should make it possible to identify the processes involved during the integration of information coming from multiple sources. Some experiments using the dual-task paradigm are reviewed, and an original experiment using complex multimedia material is presented. Overall, the experiments show that even in cases where subjects have to navigate between different types of information and have to integrate various items of information, the verbal storage component of WM is important in permitting comprehension. Visuospatial WM is in addition involved as soon as visuospatial processing is required. Storage of verbal information does not however depend on the modality of presentation and the classical modality effect appears to depend on individual differences. Some theoretical and practical implications of these results are drawn.In the context of the development of new technologies for the communication of information, multimedia systems are developing quickly and raise many questions, especially with reference to education. A multimedia system can be defined as a system which requires the integration of different types of information: verbal information presented visually or auditorily (e.g. words, sentences or short texts), pictorial information presented visually in a static or dynamic way (illustrations, photographs, diagrams) and sound information. In addition, systems that allow users to navigate between different sources of information through the use of hypertext structures are often considered to be multimedia systems, even if only one type of information is provided (for example, verbal information presented visually). To what extent does the use of such systems make a positive contribution to the learning process? There is a strong temptation to simply assume that using various information presentation formats, using realistic and vivid presentations and providing multiple possibilities for interaction with a learning system generally results in better learning. The acquisition of information via any technical system remains, however, subject to the constraints of human information processing. Existing models of multimedia comprehension originate from text comprehension models (e.g. Schnotz, 2005) or from research into the effect of illustrations (e.g. Mayer, 2001). One core concept APPLIED COGNITIVE PSYCHOLOGY