共查询到20条相似文献，搜索用时 31 毫秒
1.
James B. Schreiber Michael P. Verdi Julie Patock-peckham Janet T. Johnson William A. Kealy 《Journal of Experimental Education》2013,81(2):114-130
On the basis of Kulhavy's (R. W. Kulhavy, J. B. Lee, & L. C. Caterino, 1985) conjoint retention model of text learning with organized spatial displays, the authors conducted 2 experiments to analyze the effects of different types of maps and a considerate text (i.e., a text that follows the scanning pattern of the map) or an inconsiderate text. In the 1st study, 158 participants viewed an intact or a segmented map and a considerate or a randomized text. Those participants who viewed the intact map and read the considerate text recalled significantly more information than those who viewed the intact map and read the randomized text. In the 2nd study, 179 participants viewed a flat map, a 1-point perspective map, or a 2-point perspective map, and a considerate text formulated on the basis of the predicted scanning pattern of the map. Those participants who viewed the flat map recalled significantly more information than those who viewed the perspective maps. 相似文献
2.
Ioanna Vekiri 《Educational Psychology Review》2002,14(3):261-312
The article reviews studies that explain the role of graphical displays in learning and synthesizes relevant findings into principles for effective graphical design. Three theoretical perspectives provide the framework that organizes the review: dual coding theory, visual argument, and conjoint retention. The three theories are compatible although they are based on different assumptions. Research suggests that graphics are effective learning tools only when they allow readers to interpret and integrate information with minimum cognitive processing. Learners' characteristics, such as prior subject-matter knowledge, visuospatial ability, and strategies, influence graphic processing and interact with graphical design to mediate its effects. Future research should investigate the interplay between display and learner characteristics and how graphical design can address individual differences in learning from graphics. 相似文献
3.
Learning with Maps and Texts: An Overview 总被引：1，自引：0，他引：1
This paper serves as an overview of the research done on learning with geographic maps that are presented in conjunction with a related text. First, the review looks at a model of map and text learning and the factors such as prior knowledge and individual differences that affect the model. Second, the review examines how the location of features on a map has a significant effect on what is learned from the map; namely, that features located on the edge of a map are learned and remembered more often and at higher rates than those features located in the interior of the map. Next, the review looks at several ways maps can be used effectively in classrooms. The order of presentation, situated cognition, and the use of technology to improve map learning in classrooms are all discussed. Finally, the review looks at the future of learning from maps and texts. 相似文献
4.
Knowledge Maps as Scaffolds for Cognitive Processing 总被引：1，自引：0，他引：1
Angela M. O'Donnell Donald F. Dansereau Richard H. Hall 《Educational Psychology Review》2002,14(1):71-86
5.
Kiewra Kenneth A. Kauffman Douglas F. Robinson Daniel H. Dubois Nelson F. Staley Richard K. 《Instructional Science》1999,27(5):373-401
Three experiments compared the learning potential of text versus outline and matrix displays. In Experiments 1 and 2, college students read or heard a passage about fish and then studied the text, an outline, or a matrix. In Experiment 3, students heard a passage about wildcats, and then studied text, outline, or matrix displays. In all experiments, the text, outline, and matrix formats were informationally equivalent. However, the two-dimensional matrix appeared more computationally efficient than the linear organized text or outline because it (a) positioned related information about fish or wildcats in closer proximity so that local relations within a single category (such as size) were learned, and (b) organized information spatially so that global relations across categories (such as size and diet) were learned. The learning potential of text, outline, and matrix displays was also examined in combination with variations in thematic organization, amount of study time, and time of testing. The most important and consistent findings were that (a) outline and matrix displays produced greater relational learning than the text, and (b) matrix displays produced greater relational learning than outlines. 相似文献
6.
Michael B. Medland 《Journal of Science Education and Technology》2007,16(2):119-153
Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning
to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more
effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact
with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension
by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages
interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool
fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been
uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working
with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these
tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive
and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically.
Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master
science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning
of such content will be accelerated. 相似文献
7.
Juan-Fernando Martin-SanJose Ramón Mollá Roberto Vivó 《Interactive Learning Environments》2017,25(1):17-34
Advanced displays and natural user interfaces (NUI) are a very suitable combination for developing systems to provide an enhanced and richer user experience. This combination can be appropriate in several fields and has not been extensively exploited. One of the fields that this combination is especially suitable for is education. Nowadays, children are growing up playing with computer games, using mobile devices, and other technological devices. New learning methods that use these new technologies can help in the learning process. In this paper, two new methods that use advanced displays and NUI for learning about a period of history are presented. One of the methods is an autostereoscopic system that lets children see themselves as a background in the game and renders the elements in 3D without the need for special glasses; the second method is a frontal projection system that projects the image on a table in 2D and works similarly to a touch table. The Microsoft Kinect© is used in both systems for the interaction. A comparative study to check different aspects was carried out. A total of 128 children from 7 to 11 years old participated in the study. From the results, we observed that the different characteristics of the systems did not influence the children's acquired knowledge, engagement, or satisfaction. There were statistically significant differences for depth perception and presence in which the autostereoscopic system was scored higher. However, of the two systems, the children considered the frontal projection to be easier to use. We would like to highlight that the scores for the two systems and for all the questions were very high. These results suggest that games of this kind (advanced displays and NUI) could be appropriate educational games and that autostereoscopy is a technology to exploit in their development. 相似文献
8.
Kristian Kiili 《Education and Information Technologies》2006,11(1):21-32
The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia
learning environments that support an active learning process and creative participation. Participatory multimedia learning
can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim
of the model is to represent the human information processing system and to support the transformation of free cognitive resources
into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical
study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better
on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations,
compared to students who received only textual material or generated illustrations from images offered. 相似文献
9.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
10.
《教育心理学家》2013,48(4):269-292
Most text, because of its arrangement, implies a sequential order. Despite efforts to convey content structure, readers access most text in serial order. Because cognitive principles of learning suggest that we all construct knowledge differently, hypertext breaks the sequential processing tendency by allowing readers to modify the sequence as well as the appearance of the text they are reading. Readers may decide what information is relevant to them and what sequence produces the most meaningful learning. In this article, hypertext is defined and types and examples of both print and electronic hypertext are described. A rationale, based on web learning and generative learning hypotheses, is presented. Finally, three levels for implementing hypertext are described, with emphasis on electronic (especially microcomputer) applications. 相似文献
11.
Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction 总被引：7，自引：0，他引：7
Richard E. Mayer 《Educational Psychology Review》1996,8(4):357-371
This article examines learning strategies that promote meaningful learning from expository text as evidenced by problem-solving transfer. The teaching of learning strategies involves decisions concerning what to teach, how to teach, where to teach, and when to teach. The teaching of learning strategies also depends on the teacher's conception of learners as response strengtheners, information processors, or sense makers. Three cognitive processes involved in meaningful learning are selecting relevant information from what is presented, organizing selected information into a coherent representation, and integrating presented information with existing knowledge. Finally, exemplary programs for teaching of learning strategies are presented. The most effective method for teaching students how to make sense out of expository text is for students to participate in selecting, organizing, and integrating information within the context of authentic academic tasks. 相似文献
12.
An animated concept map is a presentation of a network diagram in which nodes and links are sequentially added or modified. An experiment compared learning from animated concept maps and text by randomly assigning 133 undergraduates to study 1 of 4 narrated animations presenting semantically equivalent information accompanied by identical audio narration. Two of the animations presented text; one with concurrent audio and another with delayed audio. Two of the animations presented concept maps; one in black and white and the other with nodes colored to represent semantic relatedness. The concept map groups outperformed the text groups on free recall (p < .05). The black-and-white concept map group outperformed the text groups on a multiple-choice knowledge test (p < .05). No advantages were statistically detected for color enhancements of the animated map. The results indicate that verbal information can be effectively communicated by learner-paced animated concept maps accompanied by audio narrations. 相似文献
13.
Mochizuki Toshio Nishimori Toshihisa Tsubakimoto Mio Oura Hiroki Sato Tomomi Johansson Henrik Nakahara Jun Yamauchi Yuhei 《Educational technology research and development : ETR & D》2019,67(5):1197-1230
This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.
相似文献14.
Cognitive map theory assumes that novel environmental information is automatically incorporated into existing cognitive maps
as a function of exploration. Reports of blocking in place learning cast doubt on this claim. In these studies, subjects were
first trained to find a place, using a set of landmarks (Set A). Then novel landmarks (Set B) were added for additional trials.
Subsequent removal of the Set A landmarks showed that the novel landmarks alone were insufficient for successful navigation.
We investigated whether instructing human subjects to explore the environment can moderate blocking. First, we demonstrated
that blocking is absent in a computer implementation of the Morris water maze (MWM) in which subjects are instructed to explore.
We then studied why others found blocking in a different MWM implementation, in which the task instructions did not suggest
exploration. In experiments that faithfully replicated this MWM variant, we found that subjects did not acquire cognitive
maps and that blocking was attenuated when instructions were provided that encouraged exploration. Together, these findings
indicate that blocking in human place learning may reflect a performance deficit, not a learning deficit, and that instructions
can moderate blocking. Our results thus support the automatic update assumption of cognitive map theory. 相似文献
15.
Katherine L. Beissner David H. Jonassen Barbara L. Grabowski 《Performance Improvement Quarterly》1994,7(4):20-38
Structural knowledge, the knowledge of relationships between concepts in a content area, is essential for comprehension and problem solving. Learning structural knowledge can be facilitated through learner-generated two-dimensional diagrams of conceptual relationships. These diagrams include networks, concept maps, pattern notes, semantic maps and graphic organizers. In this paper, we describe the characteristics of graphic techniques and the cognitive processes that learners use to construct the diagrams. We then propose a model that can be used to choose between different graphic techniques based upon the cognitive processes elicited by the techniques and the learning outcomes derived from their use. 相似文献
16.
In two experiments undergraduate students were shown maps with features located either along an edge or within the interior of the map. Next, participants were asked to read a related text. Thereafter, they were asked to recall as much of the text information as possible and to reconstruct the map. In both experiments, the results consistently showed that students recall significantly more information when features are located along the edges of the maps. These findings will help give teachers and designers of classroom displays a better understanding of how to create maps that will facilitate the recall of related information. Copyright 2001 Academic Press. 相似文献
17.
Slava Kalyuga 《Educational Research Review》2012,7(2):145-159
Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there could be a cognitive load cost involved in this trend, as spoken words can have both benefits and disadvantages based on essential characteristics of our cognitive architecture. This paper analyzes factors that might moderate the effectiveness of using spoken text in instruction by reviewing relevant studies in multimedia learning and considering cognitive load consequences of the transiency of spoken information. However, in contrast to earlier studies that considered spoken words in the context of a specific cognitive load effect, this paper provides a framework for evaluating potential instructional benefits of spoken text by analyzing various instructional situations depending on whether spoken text is used together with pictures and written text, and taking into account relations between presented sources of information. 相似文献
18.
Ofra Backenroth Shira D. Epstein Helena Miller 《Religious education (Chicago, Ill.)》2013,108(4):467-480
This article explores how arts-based learning can facilitate understandings of Jewish religious texts. Through practical examples drawn from our own research, from the worlds of dance, drama, and the visual arts in education, we demonstrate the ways in which arts can allow for the transmission of information and knowledge, as well as offer a “transformative” learning experience; a student can bring the text to life while bringing the text into his or her life. We stress the primary importance and centrality of sacred text within Jewish tradition and assert that the written text should serve in Jewish education as the starting point. The ultimate goal, however, is to enable learners' personal connection with texts. We argue that learning through the arts opens up opportunities for multiple shared interpretations of text, as well as accentuation of the “affective” dimensions of Jewish textual learning. By becoming more aware of the varied possible paths for generating learning activities, educators might choose learning strategies that enable an integration of both the cognitive and affective domains. The examples of Arts Reflective learning demonstrate possibilities for the structuring of “teaching towards transformation.” 相似文献
19.
Four experiments were conducted to investigate the role of map spatiality and icon mimeticism in facilitating text recall. A secondary goal was to explore an assumption of the conjoint retention hypothesis, that the visuospatial component of working memory is involved in retrieving map information. We manipulated display conditions to evaluate the separate and combined effects of map spatiality and icon mimeticism on text recall. We also utilized a concurrent task paradigm to assess both the recognition of spatial displays and the recall of map feature information. The results of all four experiments point to the mimeticism of icons as the key attribute of maps for facilitating recall, rather than the spatial layout of the map when visual displays and text are presented simultaneously during encoding. We also found no evidence indicating that maps are processed in a more spatial manner than are lists. Copyright 2000 Academic Press. 相似文献
20.
《Teaching and Teacher Education》1995,11(3):215-227
How does knowledge acquisition contribute to the process of learning to teach? To answer this question, qualitative and quantitative data were collected to investigate the development of teacher candidate knowledge about classroom management within an elementary teacher education program. Specifically, concept maps and interviews revealed patterns of cognitive change over a two-quarter sequence of courses. Analysis of concept maps showed turbulent and idiosyncratic change influenced by program experiences, with an apparent decline in cognitive organization. In interviews candidates deemphasized program influences, focusing instead on clinical experiences as the impetus of cognitive change. These findings—the turbulent apparent decline in cognitive structure and the primacy of field experiences—are explained in terms of Anderson's ACT1 learning theory. Implications for future research in teacher's conceptual development are discussed. 相似文献