The Effect of Picture Upon the Readability of a School Science Topic

Reid, David; Briggs, Neil; Beveridge, Michael

doi:10.1111/j.2044-8279.1983.tb02565.x

Cited by 23 publications

(28 citation statements)

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“…These results indicate that pictures that do not help to explain arbitrary relationships can actually interfere with the retention of explanatory verbal elaborations that could facilitate comprehension. These findings may help explain why other studies have failed to demonstrate facilitative effects of pictures on comprehension (e.g., Reid, Briggs, & Beveridge, 1983). Although other research (e.g., Peeck, 1974) has indicated that pictures can adversely affect learning if they contain information contradictory to a text, the present findings suggest that such interference effects can occur even when the pictures do not contradict any of the information presented verbally.…”

Section: Pictorial Elaboranon 287contrasting

confidence: 44%

Constraints on effective pictorial and verbal elaboration

et al. 1987

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Three experiments investigated the conditions under which pictures facilitate learning. In Experiment 1, confusing verbal relationships were supplemented with pictures that illustrated the key concepts in each verbal relationship (base pictures), illustrated the key concepts in more elaborate arbitrary relationships (pictures of arbitrary elaborations), or illustrated the key concepts in ways that helped clarify the verbal relationships (pictures of explanatory elaborations). All three types of pictures facilitated the retention of the verbal relationships, although pictures of explanatory elaborations were superior to other types of visual illustrations. In Experiment 2, the facilitative effects of base pictures depended on a schematically unique illustration of the key concepts in a single image. In Experiment 3, picture facilitation effects were constrained by the type of verbal elaborations that accompanied the pictures. Specifically, base pictures and pictures of arbitrary elaborations did not facilitate the retention of confusing verbal relationships that were elaborated with explanatory information, and actually interfered with the retention of those explanatory elaborations. The implications of these results are discussed.One strategy frequently used to help people understand new and confusing information is to represent that information in a visual illustration. Pictures or graphic illustrations are commonly used in lectures, ftlms, textbooks, instruction manuals, computer software, and scientific articles to help people understand and learn new information. Despite the extensive use of visual illustrations, it remains unclear why pictures facilitate the comprehension and retention of verbal information and what factors influence the effectiveness of pictorial illustrations (e.g., Bluth, 1981;Brody, 1981;Levin, 1981;Samuels, 1970).One way pictures could facilitate the comprehension and retention of information is by helping people relate new information to previous experience (elaboration). Substantial research suggests that comprehension and/or retention can be enhanced by providing additional elaborations during study

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Section: Pictorial Elaboranon 287contrasting

confidence: 44%

Constraints on effective pictorial and verbal elaboration

et al. 1987

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“…À plusieurs reprises, l'effet de l'illustration a ét é mesuré à l'aide du test critérié à choix multiple : Weintraub (1960), Pederson (1970), Weisberg (1970), Goldberg (1974), Moore (1974), Holliday (1975), Rasco, Tennyson & Boutwell (1975), Holliday & Harvey (1976), Jahoda et al (1976), Kauchak, Eggen & Kirk (1978), Thomas (1978), Omaggio (1979), Koran & Koran (1980), Sewell & Moore (1980), Rice, Doan & Brown (1981), Reid, Briggs & Beveridge (1983). Les réponses à un tel test -d'où sa popularité -sont standardisées et faciles à quantifier : le lecteur doit choisir parmi plusieurs réponses possibles (habituellement quatre) celle qui convient.…”

Section: «Illustrations Facilitate Learning the Information In The Wrunclassified

“…Le test de closure est un autre moyen pour mesurer l'impact de l'illustration sur la compréhension du lecteur (Rankin & Culhane (1970), Bluth (1972), Reid, Briggs & Beveridge (1983), Newton (1983)). Ce test consiste à présenter au lecteur un texte mutilé où chaque n ieme (normalement : 5 eme ) mot est remplacé par un tiret.…”

Section: «Illustrations Facilitate Learning the Information In The Wrunclassified

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Le test de closure : un outil pour mesurer l’effet de l’illustration sur la compréhension de textes

Reinwein

2009

rql

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Résumé Dans cette étude, nous examinerons l’effet de l’illustration sur la compréhension du lecteur par le biais du test de closure. Deux textes troués ont été présentés à environ 250 enfants de 3e année fréquentant l’école primaire française; ces textes étaient accompagnés ou non d’illustrations. La mesure dépendante étant le nombre de réponses identiques aux mots-cibles des textes non troués, l’effet de l’illustration s’avère significatif (p < .01). L’analyse des résultats obtenus pour chaque mot-cible montre comment on peut déterminer de façon plus précise l’effet pictural sur les mots-cibles en fonction de leurs caractéristiques syntaxiques et sémantiques et du type d’agencement verbo-iconique du texte illustré. Approximativement 20 % des mots-cibles subissent significativement (p < .05) l’effet positif ou négatif de l’illustration.

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“…The general form of the stellar IMF has been observationally established, while the situation remains unclear across the hydrogen-burning limit (Reid 2005). Infrared (IR) survey data (e.g., Bouvier et al 1998;Lodieu et al 2005Lodieu et al , 2006aLodieu et al ,b,c, 2007Luhman 2004b;Luhman et al 2006;Moraux et al 2003;Muench et al 2003Muench et al , 2007, have produced reliable statistics for substellar objects.…”

Section: Introductionmentioning

confidence: 99%

A deep multi-band investigation of IC 2391

Spezzi

Pagano²,

Marino³

et al. 2009

A&A

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Aims. We report the outcome of a deep multiwavelength study of the IC 2391 young open cluster. We attempt to uncover new lowmass and sub-stellar members of the cluster and identify new debris disk objects. Methods. We observed a 30 × 30 square arcmin area in IC 2391 using the wide-field imager at the ESO 2.2 m telescope. The completeness limits of the photometry at the 3σ level are V = 24.7, R C = 23.7, and I C = 23.0, faint enough to reveal sub-stellar members down to ∼0.03 M . Our membership criteria are based on use of our optical data in combination with JHK S magnitudes from the 2MASS catalog. We also estimate the physical parameters of the selected candidates. Debris disk candidates are identified on the basis of their infrared excess emission using near-and mid-infrared photometry from the Spitzer Space Telescope. Results. Our optical survey, which has a limiting magnitude at the 3σ level 1-2 mag fainter than previous optical surveys conducted in IC 2391, revealed 29 new low-mass member candidates of the cluster. We estimate the contamination to be at least ∼50%. We constrain the fraction of sub-stellar objects in the range 8-15% and discuss possible explanations of the deficit of brown dwarfs in this cluster. We also identify 10 candidates in the cluster showing IR excess emission consistent with the presence of debris disks.

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The Effect of Picture Upon the Readability of a School Science Topic

Cited by 23 publications

References 0 publications

Constraints on effective pictorial and verbal elaboration

Constraints on effective pictorial and verbal elaboration

Le test de closure : un outil pour mesurer l’effet de l’illustration sur la compréhension de textes

A deep multi-band investigation of IC 2391

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