Message Design: The Temporal Dimension of Message Structure. Final Report. [Report No.: NDEA-7-1401

Autor/inn/en	Fleming, Malcolm L.; und weitere
Institution	Indiana Univ., Bloomington. Audio-Visual Center.; Indiana Univ., Bloomington. Div. of Educational Media.
Titel	Message Design: The Temporal Dimension of Message Structure. Final Report. [Report No.: NDEA-7-1401
Quelle	(1968), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiovisual Communications; Cognitive Processes; Communication (Thought Transfer); Content Analysis; Educational Media; Individual Characteristics; Information Seeking; Learning; Learning Processes; Problem Solving; Productive Thinking; Research Methodology; Structural Analysis; Verbal Learning; Visual Learning + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Communication; thought; Kommunikation; Gedanke; Inhaltsanalyse; Bildungsmittel; Unterrichtsmedien; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Informationserschließung; Lernen; Learning process; Lernprozess; Problemlösen; Produktives Denken; Research method; Forschungsmethode; Strukturanalyse; Verbales Lernen; Visual education; Visuelles Lernen
Abstract	Since structural dimensions of knowledge and learner contribute to preferred message structure, an understanding of structural relationships can aid in the more effective design of instructional messages. Five studies were conducted to explore these relationships. Knowledge structure was defined as the iconic representation of the body of knowledge in question, learner structure as those stable response tendencies predictive of learner behavior, and message structure as the temporal order in which elements within iconic structures are presented to learners. Graduate education students were asked to respond to a range of iconic knowledge structures. Judgments, problem-solving, and verbal learning were explored. The distribution of response frequencies suggested that learning can be facilitated or retarded according to the structure of the message and that different types of learning may call for different types of message structure. Findings on the role of individual differences were inconclusive. Preferred temporal order of message elements in an iconic knowledge structure was found to be dependent on the kind of structure in question rather than on the content of the message. (Chi-square analysis, p<.001). (LS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01