Strategy shifts during learning from texts and pictures.

Autor/inn/en	Schnotz, Wolfgang; Ludewig, Ulrich; Ullrich, Mark; Horz, Holger; McElvany, Nele; Baumert, Jürgen
Titel	Strategy shifts during learning from texts and pictures.
Quelle	In: The journal of educational psychology, 106 (2014) 4, S. 974-989Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0037054
Schlagwörter	Kognitiver Prozess; Stimulation (Psy); Lernen; Augenbewegung; Wort; Bild; Lesen
Abstract	Analyzed the strategies used by students for integrating text and picture information for reading comprehension. Four combinations of texts and pictures (text-picture units) were selected from textbooks on biology and geography, each combined with 3 comprehension test items of different complexity. Item difficulties were assessed in terms of item-response theory and through a cognitive task analysis. The texts, pictures, and items were presented to 20 fifth grade students (mean age 10 years) and 20 eighth grade students (mean age 13 years) from the higher and lower tiers of the German school system. Students' eye movements were recorded and analyzed in terms of number of fixations on different areas of interest as well as eye movement transitions between these areas. Results suggest that text and pictures serve fundamentally different functions associated with different processing strategies in goal-directed knowledge acquisition. Texts are more likely to be used for coherence-oriented general processing. They guide the learner's conceptual analysis of the subject matter, which results in a coherent semantic network and initial mental model. Pictures are used as scaffolds for the initial mental model construction. Afterward, however, they are more likely to be used for task-driven selective processing serving as easily accessible visual representations on demand for item-specific mental model updates. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/1