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1.
This study investigated effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processing. Participants were 100 undergraduate and graduate students in educational sciences. Integrative processing was indicated by participants’ gaze transitions between complementary textual and pictorial parts of the document during reading, and integrated understanding was indicated by participants’ integration of textual and pictorial information in post-reading written responses. Results showed that participants who read the illustrated text on paper displayed more integrative processing during reading than did participants who read exactly the same text on a computer. In turn, integrative processing positively affected comprehension performance, resulting in a mediated effect of reading medium on comprehension via integrative processing. There was no main effect of reading medium on integrated understanding, however. Also, prompting participants to pay attention to both text and illustration as well as their relationship did not have any main effects on integrative processing or integrated understanding; nor were there any interaction effects of reading medium with instructional prompt on integrative processing or integrated understanding. These results are discussed in terms of the insights they offer into reading medium effects on processing and comprehension, as well as in terms of the directions they suggest for future research in this area.  相似文献   

2.
The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each condition to focus on different categories of information within the same text. Relevant information took longer to read and was recalled and recognized better than nonrelevant information. Readers with higher verbal ability read faster and recalled and recognized more information correctly than did those readers with lower verbal ability. Results support the noncompensatory hypothesis, which states that relevance instructions and verbal ability make independent contributions to resource allocation and learning. Readers with lower verbal ability may need additional support even when given prereading relevance instructions.  相似文献   

3.
This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged.  相似文献   

4.
ABSTRACT

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students.  相似文献   

5.
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6.
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content.  相似文献   

7.
The aim of this study is to analyse the effect of tasks on the detection of explanation obstacles when secondary school students read scientific texts. Students were instructed to read short passages under different task conditions, and to ask questions if necessary. Obstacle detection was operationalised in terms of the type of questions asked by the students. The experiment examined the influence of goals associated with the task of reading to understand a text vs. reading to perform a procedure described by the text (a science experiment). Significantly, more explanation obstacles were found in the understanding condition than in the experiment condition. Scientific text also had an effect on the explanation obstacles detected.  相似文献   

8.
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 extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers’ alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn.  相似文献   

10.
We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading.  相似文献   

11.
This study employed eye-tracking technology to examine how students with different levels of prior knowledge process text and data diagrams when reading a web-based scientific report. Students’ visual behaviors were tracked and recorded when they read a report demonstrating the relationship between the greenhouse effect and global climate change in 2 diagrams and 4 textual sections. Based on the pretest scores, 13 participants were categorized into high and low prior knowledge (PK) groups. Eye-tracking measures including the total reading time, total fixation duration, and total regression number on each area of interest of the 2 groups were compared. A heat map was further used to show the overall visual distribution of each group. In addition, the inter-scanning transitions between the textual and graphical information of the 2 groups were compared and further confirmed by the patterns of the scan paths. The results revealed that overall students spent more time reading the textual than the graphical information. The high PK students showed longer fixation durations and more regressions on the graphics than the low PK students. Meanwhile, the high PK students showed more inter-scanning transitions than the low PK students not only between the text and graphics but also between the 2 data diagrams. This suggests that the high PK students were more able to integrate text and graphic information and inspect scientific data which is essential for online inquiry learning. This study provides eye-tracking evidence to show that low PK students have difficulties integrating scientific diagrams with expository texts and inspecting scientific data diagrams that are commonly shown in websites. Suggestions are made for future studies and instructional design for online inquiry-based science learning.  相似文献   

12.
We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.  相似文献   

13.
Research has found the learning cycle to be effective for science instruction in hands‐on laboratories and interactive discussions. Can the learning cycle, in which examples precede the introduction of new terms, also be applied effectively to science text? A total of 123 high school students from two suburban schools were tested for reasoning ability, then randomly assigned to read either a learning cycle or traditional text passage. Immediate and delayed posttests provided concept comprehension scores that were analyzed by type of text passage and by reasoning level. Students who read the learning cycle passage earned higher scores on concept comprehension questions than those who read the traditional passage, at all reasoning levels. This result supports the hypothesis that reading comprehension and scientific inquiry involve similar information‐processing strategies and confirms the prediction that science text presented in the learning cycle format is more comprehensible for readers at all reasoning levels. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 23–37, 1999.  相似文献   

14.
This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a didactically behaving domain expert (model), which had been recorded while he executed the task, superimposed onto the video stimulus. Seventy-five students were randomly assigned to one of three conditions: In two experimental conditions (EMME) the model's eye movements were superimposed onto the video either as a dot or as a spotlight, whereas the control group studied only the videos without the model's eye movements. In all conditions, students listened to the expert's verbal explanations. Results showed that both types of EMME guided students' attention during example study. Subsequent to learning, students performed a classification task for novel test stimuli without any support. EMME improved visual search and enhanced interpretation of relevant information for those novel stimuli compared to the control group; these effects were further moderated by the specific display. Thus, EMME during training can foster learning and improve performance on novel perceptual stimuli.  相似文献   

15.
Abstract

Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors.  相似文献   

16.
The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.  相似文献   

17.
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   

18.
Students are often provided with instructions that are intended to influence their attention to particular sections or elements of their reading materials. To date, the bulk of the work on such prereading instructions has focused on drawing reader attention to relevant text information. In the current project, we examined whether instructions might also be useful in helping readers ignore irrelevant (albeit inherently interesting) information in text. In two experiments, prereading instructions asked readers to (a) focus on specific relevant text segments, (b) ignore specific irrelevant text segments, (c) maintain an awareness that the text contained irrelevant segments without specifically identifying them, or (d) read without warnings. Participants generally exhibited longer reading times and enhanced recall for irrelevant segments compared to base content, except in cases for which general instructions warned about but did not specifically identify those irrelevant elements. The implications of these findings for research on seductive details and text processing, as well practical applications for the design of reading instruction, are discussed.  相似文献   

19.
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   

20.
Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eye-tracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined.  相似文献   

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