Search results

Three experiments investigated the effectiveness of presenting procedural information to 18-45 yr olds through different media and their combinations. Experiment 1 (n = 75) examined the effectiveness of text, line drawings, text and line drawings, video, and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 (n = 80) showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms ...

Three experiments investigated the effectiveness of presenting procedural information to 18-45 yr olds through different media and their combinations. Experiment 1 (n = 75) examined the effectiveness of text, line drawings, text and line drawings, video, and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 (n = 80) showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms ...

Three experiments investigated the effectiveness of presenting procedural information to 18-45 yr olds through different media and their combinations. Experiment 1 (n = 75) examined the effectiveness of text, line drawings, text and line drawings, video, and video stills for learning a first aid task. The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task. Experiment 2 (n = 80) showed that the beneficial effect of the combination of text and pictures could not be accounted for simply in terms ...

Ainsworth’s (2006) DeFT framework posits that different representations may lead learners to use different strategies. We wanted to investigate whether students use different strategies, and more broadly, different cognitive activities in diagrams vs. in running text. In order to do so, we collected think-aloud protocol and other measures from 91 beginning biology majors reading an 8-page passage from their own textbook which included seven complex diagrams. We coded the protocols for a wide range of cognitive activities, including strategy use, inference, background knowledge, vocabulary, and word reading. Comparisons of verbalizations while reading running text vs. reading diagrams showed that high-level ...

This research assessed the effects of various speeds of presenting text on reading comprehension in 100 undergraduates. Textual material of varying difficulty levels was presented to 4 groups of Ss via CRT terminals. A 5th group of Ss was presented the textual material printed on sheets of paper. An analysis of variance (ANOVA) indicated that differences in text difficulty were quite reliable whereas the presented speed did not have a reliable effect on reading comprehension. ...

Expository passages containing either main point inconsistencies, detail inconsistencies, or no inconsistencies were presented sentence by sentence to 90 college students. Ss read through the passages at their own pace and were encouraged to reread previous sections of text whenever they wished. As expected, Ss spent more time on sentences containing information that conflicted with information presented elsewhere, and they looked back more often at inconsistent sentences. These modifications in processing indicate that the Ss monitored their comprehension as they read, evaluating whether the ideas expressed in the text were consistent with one another. Post-reading measures provided additional support for ...

We investigated whether expertise mitigates age differences on pilot communication tasks when experts rely on environmental support. Pilots and nonpilots listened to air traffic control messages describing a route through an airspace, during which they referred to a chart of the airspace. The routes were high (waypoint routes anchored to navigational reference points on the chart) or low (vector routes that were not) in contextual support. Participants read back messages and answered questions about aircraft position (which required integration of message and chart information) or altitude (which did not). Pilots more accurately answered questions. The expertise advantage for position, but ...

This study examined the issue of how readers respond to signals in a text that certain information is relevant. Stimuli in experiment 1 (N = 77 undergraduates) were five texts adapted from The People's Almanac #2 (Wallechinsky, D., & Wallace, I., New York: Bantam Books, 1978). Several target sentences were identified in each text - 50% of which were "summary statements" & the other 50% were "important statements" expressing support for the argument. Signal sentences were used to precede half the target sentences in each text. Comprehension questions involving summarization of the text & conclusions were used. Reading times for ...

This study examined the issue of how readers respond to signals in a text that certain information is relevant. Stimuli in experiment 1 (N = 77 undergraduates) were five texts adapted from The People's Almanac #2 (Wallechinsky, D., & Wallace, I., New York: Bantam Books, 1978). Several target sentences were identified in each text - 50% of which were "summary statements" & the other 50% were "important statements" expressing support for the argument. Signal sentences were used to precede half the target sentences in each text. Comprehension questions involving summarization of the text & conclusions were used. Reading times for ...

This study tested the predictions of an automatic-imagery, strategic-imagery (SI), and context-availability (CTA) hypothesis of concreteness effects in free recall in 3 experiments with 256 undergraduates. Recall of abstract and concrete words controlled for rated CTA was compared with the typical situation in which CTA is confounded with imageability. In Exp 1, a directed intentional-recall task produced concreteness effects in recall. Exp 2 compared concreteness effects in recall following 3 orienting tasks: imagery rating, CTA rating, and a directed intentional-memory task. Concreteness effects in the CTA-controlled condition were found following the imagery-rating and the directed intentional-memory tasks. In Exp 3, ...