Learning from Text with Diagrams: Promoting Mental Model Development and Inference Generation

Autor/in	Butcher, Kirsten R.
Titel	Learning from Text with Diagrams: Promoting Mental Model Development and Inference Generation
Quelle	In: Journal of Educational Psychology, 98 (2006) 1, S.182-197 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Visual Aids; Cognitive Development; Cognitive Processes; Comprehension; Outcomes of Education; Learning Strategies; Instructional Effectiveness; Inferences; Instructional Material Evaluation; Protocol Analysis; Curriculum Research; Causal Models + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Inference; Inferenz; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Kausalanalyse
Abstract	Two experiments investigated learning outcomes and comprehension processes when students learned about the heart and circulatory system using (a) text only, (b) text with simplified diagrams designed to highlight important structural relations, or (c) text with more detailed diagrams reflecting a more accurate representation. Experiment 1 found that both types of diagrams supported mental model development, but simplified diagrams best supported factual learning. Experiment 2 replicated learning effects from Experiment 1 and tested the influence of diagrams on novices' comprehension processes. Protocol analyses indicated that both types of diagrams supported inference generation and reduced comprehension errors, but simplified diagrams most strongly supported information integration during learning. Visual representations appear to be most effective when they are designed to support the cognitive processes necessary for deep comprehension. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10