Understanding and Remembering Complex Prose Augmented by Analogic and Pictorial Illustration

Hayes, David A.; Henk, William A.

doi:10.1080/10862968609547556

Cited by 18 publications

(11 citation statements)

References 10 publications

(14 reference statements)

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“…Similarly, learners participating in computer-assisted-instruction lessons on electrochemistry demonstrated superior performance on delayed recall tests when verbal information was supplemented with pictorial analogies (Rigney and Lutz, 1976). Hayes and Henk (1986) found that delayed performance of a motor skill (tying knots) improved when instructional text was supplemented with an analogy. In an experiment requiring subjects to read and recall facts about fictitious people, memory for new information was improved through provision of an analogous "real-world" model with whom subjects were already familiar (Anderson and Schustack, 1979).…”

Section: Interdomain Instructional Analogiesmentioning

confidence: 98%

Effects of analogical processes on learning and misrepresentation

Zook

1991

Educ Psychol Rev

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Although the facilitative effects of instructional analogies have been welldocumented, research has ignored their potential role in the formation of domain-specific misconceptions. A model for predicting the likelihood of analogical misrepresentation is presented. The model assumes that two factors interact to influence the potential for misrepresentation: locus of generation (learner-generated or teacher-generated) and component analogical process (selection or mapping). The research reviewed provides support for the model's predictions that (a) selection difficulties increase the potential for misrepresentation under learner-generated conditions, and (b) mapping difficulties increasethe potential for misrepresentation under teacher-generated conditions. Application of research findings with proportional analogies and analogical problem-solving to a systematic investigation of the effects of instructional and elaborative analogies is recommended.

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Section: Interdomain Instructional Analogiesmentioning

confidence: 98%

Effects of analogical processes on learning and misrepresentation

Zook

1991

Educ Psychol Rev

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“…In turn, this improved situational representation may have resulted in a performance time that was comparable to the performance time of those who performed the task while reading. In a study in which subjects learned to tie a bowline knot with the help of prose and/or pictures, Hayes and Henk (1986) interviewed subjects after they had completed the experiment. They found that the prose-plus-pictures subjects who tied the knot successfully used the pictures to verify their interpretation of the text.…”

Section: Discussionmentioning

confidence: 99%

The effects of interaction with the device described by procedural text on recall, true/false, and task performance

Diehl

Mills

1995

Mem Cogn

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In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures, Whilereading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imagined doing the task (read and imagine), looked at the device while reading (read and see), or only read (read only), Van Dijk and Kintsch's (1983) text representation theory led to the prediction that exposure to the task device (in the read-and-do, read-and-see, and read-and-see-experimenter-do conditions) would lead to the development of a stronger situation model and therefore faster task performance, whereas the read-only and read-andsee conditions would lead to a better textbase, and therefore better performance on the true/false and recall tasks. Paivio's (1991) dual coding theory led to the opposite prediction for recalL The results supported the text representation theory with task performance and recalL The read-and-see condition produced consistently good performance on the true/false measure. Amount of text study time contributed to recall performance, These findings support the notion that information available while reading leads to differential development of representations in memory, which, in turn, causes differences in performance on various measures, How do readers' interactions with the device described by a procedural text affect memory and comprehension of the text and the ability to perform the task described by a text? To answer this question, in two experiments we had readers interact with procedural texts to different extents and in different ways. For example, they performed the task while reading, only looked at the device described by the text while reading, or only read the text.Van Dijk and Kintsch (1983) proposed that as a reader reads, propositional and situational representations are formed in long-term memory. The propositional representation (or textbase) holds the text's meaning, and the situational model represents the situation described by the text. Van Dijk and Kintsch have proposed that these representations can be developed differentially while reading and that the extent to which they are developed leads to differences in performance on various measures, For Experiment I was supported in part by a grant from the u.s. Army Human Engineering Laboratory (Contract DAAAI5-87-KOOO-4) to American Institutes for Research. We gratefully acknowledge the assistance of Corliss Cartier, Jill Crockett, Teresa Lachman-Jones, Sharon Metro, Lien-chong Mou, Deborah Quick, and Stacey Swain in running the subjects and/or scoring the data. We also thank Danielle McNamara, Ruth Maki, and Peter Dixon for their valuable comments on an earlier draft of this manuscript. Requests for reprints may be addressed to Virginia A. Diehl, Psychology Department, Western Illinois University, Macomb, lL 61455. example, the development of a propositional represe...

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“…In procedural document processing, the testing must be more frequent, more precise, and more welltimed than the self-monitoring of comprehension. Although a person cannot tie a new knot without seeing that each step is correct (Hayes and Henk, 1986), a person does not need to comprehend each sentence, nor test that comprehension, to be able to read and summarize a passage .…”

Section: Self-testing and Feedbackmentioning

confidence: 98%

“…The value of graphics for displaying procedural information was illustrated in a study of knot-tying (Hayes and Henk, 1986). Subjects were requested to tie a bowline knot.…”

Section: Encoding Proceduresmentioning

confidence: 99%