Dynamics of Mental Model Construction from Text and Graphics

Autor/inn/en	Hochpöchler, Ulrike; Schnotz, Wolfgang; Rasch, Thorsten; Ullrich, Mark; Horz, Holger; McElvany, Nele; Baumert, Jürgen
Titel	Dynamics of Mental Model Construction from Text and Graphics
Quelle	In: European Journal of Psychology of Education, 28 (2013) 4, S.1105-1126 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-012-0156-z
Schlagwörter	Grade 5; Grade 6; Grade 7; Grade 8; Foreign Countries; Eye Movements; Visual Stimuli; Visual Perception; Cognitive Processes; Learning Modalities; Track System (Education); Reading Processes; Institutional Characteristics; Age Differences; Pictorial Stimuli; Printed Materials; Germany + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Augenbewegung; Visuelle Wahrnehmung; Cognitive process; Kognitiver Prozess; Lernumgebung; Leistungsgruppe; Leistungsdifferenzierung; Leseprozess; Age; Difference; Age difference; Altersunterschied; Fantasieanregung; Deutschland
Abstract	When students read for learning, they frequently are required to integrate text and graphics information into coherent knowledge structures. The following study aimed at analyzing how students deal with texts and how they deal with graphics when they try to integrate the two sources of information. Furthermore, the study investigated differences between students from different school types and grades. Forty students from grades 5 and 8 from higher track and lower track of the German school system were asked to process and integrate texts and graphics in order to answer items from different levels of a text-picture integration taxonomy. Students' eye movements were recorded and analyzed. Results suggest fundamentally different functions of text and graphics, which are associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas graphics are more likely to be used on demand as visual cognitive tools according to an information-selection strategy. Students from different tracks of schooling revealed different adaptivity with regard to the requirements of combining text and graphic information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10