An imagination effect in learning from scientific text.

Autor/inn/en	Leopold, Claudia; Mayer, Richard E.
Titel	An imagination effect in learning from scientific text.
Quelle	In: Journal of educational psychology, 107 (2015) 1, S. 47-63Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0037142
Schlagwörter	Visuelle Vorstellung; Gedächtnis; Imagination; Pädagogischer Transfer; Multimedia; Lernen; Lernmethode
Abstract	Investigated the effects of mental imagery prompts on learning from scientific text in 2 experiments. Students read a computer-based text on the human respiratory system (control group), read while being asked to form an image corresponding to each of 9 paragraphs (imagery group), or read while being asked to form an image and with seeing an onscreen drawing before each paragraph (picture-before-imagery group) or after each paragraph (picture-after-imagery group). Imagery prompts facilitated transfer and retention performance compared to a control group on an immediate test (Experiment 1: d = 1.30 on transfer, d = 0.74 on retention) and on a delayed test (Experiment 2: d = 0.86 on transfer, d = 0.98 on retention), but the added drawings had no additional effect. The findings support the imagination principle, which states that people learn more deeply when prompted to form images depicting the spatial arrangement of what they are reading. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2