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1.
When Words Are Represented in Memory Like Pictures: Evidence for Spatial Encoding of Study Materials
《Contemporary educational psychology》1999,24(1):38-54
We examined whether different word displays also differ in terms of the format in which they are represented in memory. Undergraduates studied a text, an outline, a graphic organizer, or a concept map and then were shown either a verbal (digits) or spatial (dots) display. They were then tested on comprehension of the first display and recognition of the second display. Comprehending graphic organizers and concept maps interfered with the spatial concurrent task and vice versa, whereas the verbal concurrent task interfered with comprehension of texts and outlines. These results are consistent with the conjoint retention hypothesis suggesting that spatial encoding may explain the facilitative effects of graphic organizers and concept maps. 相似文献
2.
Previous research concerning the graphic or visual display of information with academically handicapped students has not addressed the instructional conditions that exist in mainstream settings. This article investigates the effectiveness of graphic organizers for three classifications of secondary students enrolled in content area classes: students with learning disabilities, remedial students, and students in regular education. The results of three separate experiments indicated that graphic organizers, whether teacher-directed, student-directed with text references, or student-directed with clues, produced significantly higher performance than self-study for each group of students. Several practical issues involving the use of graphic organizers with heterogeneous groups of secondary students are discussed. 相似文献
3.
Encoding benefits (DiVesta & Gray, 1972) of graphic-organizer and outline note-taking using spaced study and review (Robinson, Katayama, Dubois, & DeVaney, 1998) were investigated. In 2 40-min periods separated by 2 days, 117 undergraduates studied a chapter-length text along with a set of complete, partial, or skeletal graphic organizers or outlines. Two days later, the students reviewed their materials for 10 min and then completed factual and application tests. On the factual test, there was no effect for either study notes or amount of information. However, on the application test, graphic organizers were better than outlines and partial notes were better than complete notes. Having students take notes using partial graphic organizers may be preferable to giving them complete notes because of encoding benefits. 相似文献
4.
Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency. 相似文献
5.
Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks. 相似文献
6.
图形组织者是将信息进行视觉转换和呈现的方式,它是视觉形式的元认知工具,有助于对信息进行搜集、分析、综合及展示.在英语篇幸写作教学中,教师可以经常使用图形组织者策略帮助学生构思文章结构、组织材料、拓展思路,从而提高学生的写作水平和培养他们的创造性思维能力. 相似文献
7.
Kyungbin Kwon Suhkyung Shin Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503
The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them. 相似文献
8.
Johannes Gurlitt Sebastian Dummel Silvia Schuster Matthias Nückles 《Instructional Science》2012,40(2):351-369
Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students
were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept
emphasizing, and a less structured advance organizer. These were followed by a sorting task, a text study phase, and a posttest.
The results indicated that differently structured advance organizers lead to different proto-schemata before and different
learning outcomes after the text study phase. The second experiment replicated and extended these findings with 53 mathematics
students. As in experiment 1, three differently structured advance organizers were used; but to rule out alternative explanations,
the sorting task between the advance organizer and the text study phase was omitted. The results showed strong beneficial
effects of well-structured advance organizers on near and far transfer tasks. Taken together, both experiments support the
claim that the structure of advance organizers has an effect on preliminary schemata and learning outcomes. On a general level,
the results indicate that advance organizers can support the generation of proto-schemata and thus can be more than the activation
of “existing” concepts in long-term memory. With regard to education, this implies that educators should not only think about
whether prior domain-specific knowledge is present, but also about how to scaffold the generation of proto-schemata at the
beginning of instruction. 相似文献
9.
介绍了多媒体课件制作中涉及的文本、图形、图像、声音、视频、动画等素材的常用格式和获取这些素材的常规途径。 相似文献
10.
Shana Shaw Priya Nihalani Michael Mayrath Daniel H. Robinson 《Educational technology research and development : ETR & D》2012,60(5):807-820
It has long been assumed that graphic organizers (GOs) should be presented to students following text as an organizer, rather than preceding text as an overview. Robinson et al. (Educational Technology Research & Development, 51(4), 25?C41, 2003) challenged this assumption by finding support for GOs as an overview. The present study further examined this issue by having 111 undergraduates view three GOs before (overview) or after (organizer) reading or listening to a narration of a 3,400-word text, followed by measures of retention and transfer. Students who received GOs as organizers transferred knowledge better than those who received GOs as overviews. Whether GOs should also be used as overviews, as prescribed by Robinson et al., is unclear and in need of further investigation. 相似文献
11.
Sara Kersten 《Children‘s Literature in Education》2018,49(3):282-301
Cece Bell’s (El Deafo, Amulet, New York, 2014) is a middle childhood graphic novel memoir that explores the author’s experiences of losing her hearing and growing up with a severe hearing loss. As a graphic novel, the story is able to avoid a medicalized view of disability by combining image and text, a format that allows readers, those with hearing and those without, to step inside the narrative and deeply consider Bell’s experiences. The narrative elements typically found in graphic novel autobiography create a communal reading experience, which does not allow readers to forget who the book is about. After an analysis of the primacy of these narrative graphic novel elements in telling a story about a disability, this article shares the reading experiences of university students in exploring this story, during which students used both the image and text to help them confront misconceptions they had about deafness, broadening their understandings and experiences around disability. 相似文献
12.
13.
In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which entails new forms of semiotic processing of the combinations of the visual, audio, textual, gestural and spatial. In particular, we share a case study of how one adolescent engages with an alternative to the standard essay format when he is not restricted by the use of words alone, but is encouraged to tap into the affordances of digital media, expressing himself multimodally by using words, images and sound. 相似文献
14.
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided. 相似文献
15.
Refutation text is potentially more effective than standard text for conceptual change. Learning from text and graphic is also potentially superior to learning from text alone. In two studies, we investigated the effectiveness of both a refutation text and a refutation graphic for promoting high school students’ conceptual change learning about season change, as well as their metacognitive awareness of conceptual conflict and knowledge revision. In both studies, participants were randomly assigned to one of four conditions: (1) standard text with standard graphic, (2) standard text with refutation graphic, (3) refutation text with standard graphic, or (4) refutation text with refutation graphic. Both studies had a pretest, immediate post-test, and delayed post-test design and involved students with an initial common misconception about the causes of season change. In Study 2, explicit relevance instructions to observe the important illustration were given to the participants. In both studies, refutation text with refutation graphic was not more beneficial than other instructional materials, either at immediate or delayed post-test. In Study 1, more stable conceptual change learning emerged in readers of the refutation text with standard graphic compared to readers in the control condition. In Study 2, readers of the standard text with refutation graphic performed as well as readers of the refutation text with standard graphic. In addition, more readers of the refutation text with either graphic showed metacognitive awareness of their knowledge change compared to readers in the control condition. Educational implications underline the importance of relevance instructions for guiding readers toward the graphic and of the design of text-graphic pairing to sustain knowledge revision. 相似文献
16.
The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students. 相似文献
17.
Effects of text illustrations: A review of research 总被引：7，自引：0，他引：7
W. Howard Levie Richard Lentz 《Educational technology research and development : ETR & D》1982,30(4):195-232
Can illustrations aid learning of text material? These authors review the results of 55 experiments comparing learning from illustrated text with learning from text alone. They go on to look at research in closely related fields (involving, for example, nonrepresentational pictures, graphic organizers, learner-produced drawings) and conclude by offering guidelines for practice. 相似文献
18.
《The Journal of educational research》2012,105(2):98-105
Abstract This study was undertaken to examine two fundamental questions related to the use of graphic organizer instruction with fifth-grade, normal-achieving students: (a) Does graphic organizer instruction facilitate comprehension, recall, and transfer of information contained in an expository textbook? and (b) To what degree is explicit instruction necessary for independent generation and use of graphic organizers by students? In four experimental conditions, participants read social studies information with or without the graphic organizer. The conditions were further separated by the presence or absence of explicit instruction. Participants in the control condition received traditional basal instruction, as prescribed by the teacher's manual of the district-adopted textbook. Participants in all groups performed comparably on acquisition and retention measures. However, when required to read and recall novel social studies content, participants receiving the graphic organizer and explicit instruction performed better on the measure of transfer than students who received traditional basal instruction did. 相似文献
19.
Based on cognitive load theory and the transient information effect, this paper investigated the modality effect while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior to the equivalent longer visual text information demonstrating a reversal of the modality effect due to transient information imposing a heavy working memory load. However, the expected modality effect was not obtained from the equivalent shorter auditory text presentation compared to shorter visual text information. It was hypothesised that the shorter text still contained too much auditory information for working memory to readily process. Experiment 2 further decreased the shorter auditory text information which then resulted in a traditional modality effect including a modality by text length interaction in which shorter, audio-visual information was better than visual only information but longer, audio-visual information was worse than visual only information. 相似文献
20.
Héctor R. Ponce Richard E. Mayer Mario J. López María Soledad Loyola 《Instructional Science》2018,46(6):973-988
This study examines the effects of including interactive graphic organizers into a whole-class PowerPoint lesson as an instructional approach intended to improve student engagement and generative learning in schools. A software application was developed and integrated into PowerPoint that makes it possible for the instructor to fill in empty graphic organizers during PowerPoint projection mode. The participants were 152 fourth-grade students selected from three schools that were grouped in four classrooms. Each classroom was divided in two groups—graphic organizer and content-based. The graphic organizer group was taught using an 11-slide PowerPoint presentation on a social study topic that included two empty graphic organizers plus two additional slides explaining how to make a comparison. The content-based group was taught using the same presentation but without these additional slides plus a set of questions students had to answer as a class activity. The lessons were recorded and the verbal statements between instructor and students examined using the Flanders Interaction Analysis System. Results indicated significant differences in how instructors and students interacted in each group, including more questions asked by teachers (d?=?1.99) and more students participating in the classroom discussion in the graphic organizer group (d?=?1.76). Learning outcomes showed that the graphic organizer group outperformed the content-based group on a memory test (d?=?.45) and a comprehension test (d?=?.44). These results encourage the use of graphic organizers as an instructional approach, and are consistent with a generative theory of learning. 相似文献