Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs

Autor/inn/en	Soemer, Alexander; Schwan, Stephan
Titel	Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs
Quelle	In: Journal of Educational Psychology, 104 (2012) 3, S.565-579 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0029272
Schlagwörter	Computer Assisted Instruction; Paired Associate Learning; Control Groups; Cues; Mnemonics; Cognitive Mapping; Visual Stimuli; Pictorial Stimuli; Task Analysis; Animation; Japanese; Second Language Learning; Second Language Instruction; Orthographic Symbols + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Stichwort; Mnemotechnik; Fantasieanregung; Aufgabenanalyse; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning with visual mnemonics, can profit from temporally changing displays. In 2 experiments, Sino-Japanese characters and their meanings were learned with either static pictures or animated morphs as visual encoding mnemonics. The results show that both types of encoding mnemonics improved paired-associate learning compared to a nonmnemonic control group. The positive effects of encoding mnemonics remained stable over a period of 1 week. Experiment 1 showed a superiority of static pictures over animated morphs. However, this effect disappeared when the relative length of presentation time of characters and pictures in both static and animated mnemonic conditions was held constant (Experiment 2). Furthermore, how good a character's visual shape represents its associated meaning seems to be a powerful predictor of learning, regardless of learning method. The results are interpreted in terms of task-appropriate mental representations resulting from static and animated mnemonics, in particular the availability and the extractability of cues in a visual display. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10