Searching Documents: Cognitive Processes and Deficits in Understanding Graphs, Tables, and Illustrations

Guthrie, John T.; Weber, Shelley; Kimmerly, Nancy

doi:10.1006/ceps.1993.1017

Cited by 87 publications

(75 citation statements)

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“…On the other hand, he also noted that previous knowledge of the content of a diagram and knowledge of the symbol systems used in this type of display are supposedly the most important factors when directing the search. Guthrie, Weber, and Kimmerly (1993) investigated cognitive processes in undergraduate students' understanding of graphic representations, such as graphs, tables, and illustrations, and found two main factors influencing performance. One factor had to do with students' abilities to locate specific information, whereas the other concerned perception of trends and patterns or the extraction of global information.…”

Section: Some Previous Researchmentioning

confidence: 99%

“…Such studies, however, often deal with students' problems and misconceptions in their grappling with graphs, charts, and maps of different types or with the categorization of ways of making sense of such displays. Thus, although graphicacy is in no way an unexplored field of research, relatively few researchers (e.g., see Å berg-Bengtsson, 1999; Guthrie, Weber, & Kimmerly, 1993;Winn & Holliday, 1982) have dealt with issues as to which demands or abilities may be involved in the solving of graphic tasks. The investigation presented herein originates from a research project aimed at constructing a measurement device for the testing of graphicacy in compulsory school and for carrying out factor-analytic analyses by modeling data from students' performance on the test.…”

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confidence: 99%

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What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students' performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End 0 ), a narrative dimension (Narr 0 ) was vaguely indicated. This model was then related to a six-factor model of students' formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc 0 ) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang 0 ) in the grades model. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62] 2006 Graphs, charts, cartograms, thematic maps, etc., are common tools for handling and communicating quantitative information in contemporary society. Successively, through their years of schooling, students encounter increasingly more advanced forms of graphic displays, both in direct educational situations and as illustrations and/or complementary facts on other subject matters. Students' access to modern computers equipped with graphic application software makes possible not only an abundance of graphics (sometimes unnecessarily elaborate) in magazines, newspapers, television, and electronic media-encountered in their everyday life both in and out of school-but also allows them to create these images. Thus, being ''graphicate''

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Section: Some Previous Researchmentioning

confidence: 99%

mentioning

confidence: 99%

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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“…Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold-John T. Guthrie, Peggy Van Meter, Gregory R. Hancock, Solomon Alao, Emily Anderson, and Ann McCann, Department of Human Development, College of Education, University of Maryland College Park.…”

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confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

Self Cite

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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“…It is very plausible that prior knowledge and on-going mental transformation influence the way a graph reader sets and maintains the boundary on existing graphical elements. And more directly, it is known that the purposes of reading (the differences of reading task) influence the levels of information to be extracted from the given graphics [10,25]. This indicates that reading purpose has a direct influence on the object boundary.…”

Section: Related Workmentioning

confidence: 99%

“…Researchers and designers have noted that information graphics can express "higherlevel" information as well as "lower-level" information [2,3,36,10]. The former roughly indicates more abstract information carried by overall patterns formed by multiple graphical elements, while the latter more concrete information carried by individual graphical elements.…”

Section: Introductionmentioning

confidence: 99%

Attending to and Maintaining Hierarchical Objects in Graphics Comprehension

Shimojima

Katagiri

Enseki

2010

Diagrammatic Representation and Inference

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Abstract. Information graphics convey different levels of information, depending on how their elements are grouped into different units of objects. How people set boundaries to graphical objects to be interpreted and how they maintain the object boundaries during the given task are two important problems in understanding the way people comprehend information graphics. Table comprehension process was experimentally investigated in terms of eye gaze control behaviors when people were required to read off information distributed over multiple cells, e.g., a row or a column, of an alphanumerical table. Eye movement asymmetry was observed between vertical and horizontal integration of information. It was also observed that both grid lines orthogonal to the direction of integration and larger inter-cell spacings increase the number of corrective eye movements. We provide an explication of these observations applying recent findings about object-based attention and visual indexing. We emphasize the significance of embodied pictures on human graphics comprehension supported by close interactions between perceptual and cognitive processes.

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Searching Documents: Cognitive Processes and Deficits in Understanding Graphs, Tables, and Illustrations

Cited by 87 publications

References 0 publications

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Attending to and Maintaining Hierarchical Objects in Graphics Comprehension

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