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1.
Wolfgang Schnotz Christoph Mengelkamp Christiane Baadte Georg Hauck 《European Journal of Psychology of Education - EJPE》2014,29(3):483-501
The term ‘modality effect’ in multimedia learning means that students learn better from pictures combined with spoken rather than written text. The most prominent explanations refer to the split attention between visual text reading and picture observation which could affect transfer of information into working memory, maintenance of information in working memory or the effective size of working memory. The assumption of a continuous need for split attention is questionable, however. Learners can keep pictorial information in working memory, when they have seen the picture before, especially if they have higher prior knowledge. Instead of suffering from a permanent split attention, learners frequently show tendencies to simply ignore pictures. This suggests guiding learners towards picture analysis by picture-related text paragraphs. We assume that these paragraphs are associated with stronger modality effects than content-related paragraphs, especially if the pictures are new to learners. These assumptions were tested in an experiment with 120 students learning about volcanism from illustrated text consisting of segments each including a content-related paragraph followed by a picture-related paragraph describing the accompanying visualization. Content-related and picture-related paragraphs were presented as visual or auditory texts leading to 2x2 conditions of text presentation. Picture novelty was manipulated by presenting a picture throughout the whole segment or only when the picture-related paragraph was read. As expected, picture-related paragraphs were associated with stronger modality effects than content-related paragraphs if picture novelty is high. The distinction between different kinds of paragraphs seems to be important for the prediction of modality effects. 相似文献
2.
A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text 总被引：10，自引：0，他引：10
Richard E. Mayer Kathryn Steinhoff Gregory Bower Rebecca Mars 《Educational technology research and development : ETR & D》1995,43(1):31-41
In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests.
Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a)
were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect
information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without
annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions
on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology
than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations
(i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results
were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing
connections between visual and verbal representations of a system. 相似文献
3.
SEETHALAKSHMI R. SREERANJANI T.R. BALACHANDAR T. Abnikant Singh Markandey Singh Ritwaj Ratan Sarvesh Kumar 《浙江大学学报(A卷英文版)》2005,6(11):1297-1305
INTRODUCTION Optical Character Recognition (OCR) deals with machine recognition of characters present in an input image obtained using scanning operation. It refers to the process by which scanned images are electroni- cally processed and converted to an editable text. The need for OCR arises in the context of digitizing Tamil documents from the ancient and old era to the latest, which helps in sharing the data through the Internet. Tamil language Tamil is a South Indian language spo… 相似文献
4.
Paul S. Cowen 《Educational technology research and development : ETR & D》1984,32(3):131-144
This article compares film and text with regard to effects produced by the order in which conflicting information is presented.
Film is more influential and better recalled than conflicting text information, regardless of the order in which media appear.
Conflicting paragraphs produce a primacy effect, whereas analogous film segments produce no order effect. Results are interpreted
in terms of differences between visual and verbal encoding and between episodic and semantic memory. 相似文献
5.
This study examined the impact of redundant on-screen text on learning from an animated PowerPoint presentation, narrated either by a native or a foreign-accented narrator, with no text, summary text, or full text. Participants completed retention and transfer tests and rated the cognitive load induced by the narration and the PowerPoint materials. With a native narrator, participants performed better on transfer with no text than summary text (redundancy effect). The foreign-accented narration was perceived to be more difficult to understand. Transfer performance was worse for accented than native narration with no text, replicating a voice effect. With a foreign-accented narrator, participants performed better on retention with full text than summary text. Full text facilitated decoding of the accented narration at the word level, but it did not facilitate deep processing for knowledge transfer. The results are discussed in the context of cognitive load and the cognitive theory of multimedia learning. 相似文献
6.
Does the presentation style of questions inserted into text influence understanding and retention of science concepts? 总被引：1，自引：0，他引：1
William H. Leonard 《科学教学研究杂志》1987,24(1):27-37
The purpose of this research was to determine the relative effects of the presentation style of questions inserted into text materials for students in university introductory biology. The sample was randomly assigned to seven treatment groups of approximately equal size and read a 2,354-word passage on bacterial adaptations taken from a popular university general biology textbook. Experimental treatment groups read the same passage with (1) questions placed at the beginning of selected paragraphs and with the questions presented with (2) underlining, (3) in uppercase, (4) set above the paragraph, (5) underlined and set above, and (6) set above in uppercase respectively. The criterion variable was a 20-item multiple-choice exam with five possible answers per question given once to all students immediately after they read the passage and again exactly four weeks later. Presentation strategy groups were contrasted against the reading without questions groups. Four of the six groups reading with questions at the beginning of the paragraph scored significantly higher on the test given immediately after the reading than the group reading without questions. There were no significant differences between any of the group scores for the test given four weeks after reading. Other differences in results between these strategies and implications for text writers are discussed. 相似文献
7.
This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n?=?175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing. 相似文献
8.
Uncovering the effect of text structure in learning from a science text: An eye-tracking study 总被引：2，自引：0，他引：2
This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as
revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative
conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university
students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic.
Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers.
Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated
the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular
during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational
text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational
text readers. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications
about eye-tracking methodology and the refutational effect are drawn. 相似文献
9.
This study examines to what extent assessment of text comprehension involves knowledge of the properties of human cognition (theory of mind) and the social context of assessment. The subjects (N=332) were asked to read a text and then assess eight answers to questions about this text. The independent variables were the quality of the answers to requests for paraphrases, the quality of answers to direct questions about the meaning of the text, the order of the paragraphs in the text and the human vs. artificial source attributed to the answers. Results show that answers to requests for paraphrases were thought to be better when the source was artificial rather than human. Inversely, answers to direct questions about the meaning of the text were thought to be better when their source was human. The assessment of answers attributed to a human source were differentiated by a greater integration of contiguous assessments (contrast effect between contiguous assessments). This was noted more particularly for a person than for a machine, poor paraphrasing being followed by a better assessment of answers to questions about the meaning of the text. The assessment of human understanding of a text is hypothesised to be guided by an expectation of answer coherency and a wider and more structured knowledge than the assessment of artificial answers. 相似文献
10.
Inserted questions as aids to reading text 总被引：1，自引：3，他引：1
There has been a major shift in the psychology of language from a behavioristic to a cognitive view of learning. One important reason for this shift in thinking was that behavioristic theory simply could not account for language behavior as portrayed in Chomsky's theory of language. Within educational psychology, instructional research has assumed a more cognitive posture as well, particularly research involving the stimulation of prose processing through interspersing questions in text. Originally based on the associative or behavioristic model, early (1965–1970) adjunct question research can be characterized as having a variables orientation. Within this orientation, primary consideration was given to examining the effects of manipulating question position (before or after text segments) and question frequency on text comprehension. In this early research, inserted questions were invariably pitched at a rote or verbatim learning level. Since the onset (c. 1970) of the cognitive revolution, however, adjunct question research has been focussed on examining the effects of different cognitive levels of inserted questions on text comprehension, and on developing methods for assessing processes produced by adjunct questions. However, the degree to which cognitive levels as operationalyzed in the experiments reviewed here captures the richness of cognition as it occurs in the schools is, of course, open to question. Other areas of cognitively-oriented research include the assessment of the relationship between individual differences and adjunct question treatments, and the generation of questions by subjects while reading. This more recent thrust in adjunct question research can be termed a processes orientation. Research associated with both the variables orientation and the processes orientation are reviewed. Finally, some remarks are made concerning the paucity of theory in adjunct question research, the possible use of semantic memory theories as a basis for future research within the adjunct question paradigm, and the need for new question paradigms that more closely match question answering in general.Appreciation is extended to Michael Macdonald-Ross for his critical comments and suggestions on an earlier version of this paper. 相似文献
11.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
12.
Williams JP Nubla-Kung AM Pollini S Stafford KB Garcia A Snyder AE 《Journal of learning disabilities》2007,40(2):111-120
This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level. 相似文献
13.
Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers’ understanding and learning from informational texts. 相似文献
14.
Nils Søvik Marit Samuelstuen Annlaug Flem 《European Journal of Psychology of Education - EJPE》2000,15(2):135-155
The problem was concerned with the extent to which cognitive/linguistic functions and domain-specific strategies could predict readers’ text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=101 eighth-graders), and one experiment (N=8 pupils of same age). Handal’s reading test was used for classifying pupils into good and poor readers. Two texts, one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different tests were used as independent variables (for text comprehension) in all of the three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors. According to the results, 5 of the 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension. Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies. 相似文献
15.
Conclusion Recent literature concerning the use of illustrations in text has stressed the need for an assessment of the instructional
function being served by the illustration. When an illustration is incorporated into textual matter, it should be serving
a specific, pedagogically sound instructional function. Otherwise, the reader probably will not benefit from the illustration’s
inclusion in the text; in fact, the reader might be distracted from the text by the illustration, with no cognitive gain being
derived from this distraction. Therefore, to the traditional criteria for selection of illustrations used with text must be
added the instructional function that is to be served.
To determine whether an illustration will serve an intended instructional function effectively, a close examination of both
the illustration’s attributes and its relationship to the text must be made. Research has shown that illustrations are composed
of a variety of attributes pertaining to physical, instructional, and relational qualities of the illustrations, and that
these attributes affect the way in which illustrations can be used as instructional tools. Therefore, the attributes present
in an illustration will account in part for its effectiveness in serving an instructional function.
The findings of this study suggest that illustrations possessing literal representation are more effective than illustrations
possessing analogical representation when the instructional function to be served is identification of properties of phenomenal
information, and that illustrations possessing analogical representation are more effective than illustrations possessing
literal representation when the instructional function to be served is clarification of nonphenomenal information.
Thus, this study is one of many needed to provide a comprehensive analysis of illustrations functioning as instructional supplements
to text. Until a thorough understanding of the relationship between attributes and functions of illustrations is achieved,
textbooks will in all probability continue to include illustrations which do not fulfill their instructional potential. 相似文献
16.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
17.
Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to. 相似文献
18.
19.
An improved TF-IDF approach for text classification 总被引：5，自引：0，他引：5
This paper presents a new improved term frequency/inverse document frequency (TF-IDF) approach which uses confidence, support and characteristic words to enhance the recall and precision of text classification. Synonyms defined by a lexicon are processed in the improved TF-IDF approach. We detailedly discuss and analyze the relationship among confidence, recall and precision. The experiments based on science and technology gave promising results that the new TF-IDF approach improves … 相似文献
20.
James Hartley 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):172-188
This paper addresses the question of whether or not we need to design text differently for older readers. Research with relatively simple text indicates that there is little firm evidence to suggest that making design changes for older readers (except for increasing type-sizes) facilitates their performance. However, some research with more complex text settings suggest that changes made to facilitate the understanding of complex text actually appear to hinder older readers. These findings suggest that older readers should play a part in the user-testing stage of the development of instructional text. 相似文献