Integrated model of text and picture comprehension

The Cambridge Handbook of Multimedia Learning, Second Edition

Volumn , Issue , 2014, Pages 72-103

  Schnotz, Wolfgang ^a  

^a University of Koblenz Landau ^*  (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84923009082     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139547369.006     Document Type: Chapter

References (71)

1. Adams, B. C., Bell, L., & Perfetti, C. (1995). A trading relationship between reading skill and domain knowledge in children’s text comprehension. Discourse Processes,20, 307-323.
2. Ainsworth, S. (1999). The functions of multiple representations. Computers & Education,33, 131-152.
3. Atkinson, C., & Shiffrin, R.M. (1971). The control of short-term memory. Scientific American,225, 82-90.
4. Baddeley, A. D. (1986). Working memory. Oxford: Clarendon Press.
5. Baddeley, A. D. (1999). Essentials of human memory. Hove: Psychology Press.
6. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Science,4, 417-423.
7. Caramazza, A., Berndt, R. S., & Basili, A. G. (1983). The selective impairment of phonological processing: A case study. Brain and Language,18, 128-174.
8. Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review,14, 5-26.
9. Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology,10, 151-170.
10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review,108(1), 204-256.
11. Comenius, J. A. (1999). Orbis sensualium pictus [Facsimile of the 1887 edition]. Whitei sh, MT: Kessinger.
12. Cooney, J. B. & Swanson, H. L. (1987) Memory and learning disabilities: An overview. In H. L. Swanson (Ed.), Memory and learning disabilities: Advances in learning and behavioral disabilities(pp. 1-40). Greenwich, CT: JAI.
13. Daneman, M., & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition,9, 561-583.
14. Dutke, S. (1996). Generic and generative knowledge: Memory schemata in the construction of mental models. In W. Battmann & S. Dutke (Eds.), Processes of the molar regulation of behavior(pp. 35-54). Lengerich: Pabst Science.
15. Eitel, A., Scheiter, K., & Schüler, A. (in press). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills. doi: 10.2466/22.23.PMS.115.6.
16. Ellis, A. W., & Young, A. W. (1996). Human cognitive neuropsychology: A textbook with readings. Hove: Psychology Press.
17. Friedman, N. P., & Miyake, A. (2000). Differential roles for visuospatial and verbal working memory in situation model construction. Journal of Experimental Psychology: General,129, 61-83.
18. Ginns, P. (2005). Meta-analysis of the modality effect. Learning & Instruction,15, 313-331.
19. Graesser, A. C., Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology,48, 163-189.
20. Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology,22, 353-374.
21. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology,90(3), 414-434. doi:10.1037/0022-0663.90.3.414.
22. Hochpöchler, U., Schnotz, W., Rasch, T., Ullrich, M., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2013). Dynamics of mental model construction from text and graphics. European Journal of Psychology of Education, 28(4), 1105-1126 doi: 10.1007/s10212-012-0156-z.
23. Johnson-Laird, P. N. (1983). Mental models. Cambridge: Cambridge University Press.
24. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology,92, 126-136.
25. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
26. Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review,85, 363-394.
27. Kirby, J. R., Moore, P. J., & Schoi eld, N. J. (1988). Verbal and visual learning styles. Contemporary Educational Psychology,13, 169-184.
28. Knauff, M., & Johnson-Laird, P. (2002). Visual imagery can impede reasoning. Memory & Cognition,30, 363-371.
29. Kosslyn, S. M. (1994). Image and brain. Cambridge, MA: MIT Press.
30. Kulhavy, R.W., Stock, W. A., & Caterino, L. C. (1994). Reference maps as a framework for remembering text. In W. Schnotz & R. W. Kulhavy (Eds.), Comprehension of graphics(pp. 153-162). Amsterdam: Elsevier Science.
31. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science,11, 65-99.
32. Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology,17, 401-418.
33. Lenzner, A., Schnotz, W., & Müller, A. (2013). The role of decorative pictures in learning. Instructional Science, 41(5), 811-831. doi: 10.1007/s11251-012-9256-z.
34. Levie, H. W., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal,30, 195-232.
35. Levin, J. R., Anglin, G. J., & Carney, R. N. (1987). On empirically validating functions of pictures in prose. In D. M. Willows & H. A. Houghton, (Eds.), The psychology of illustration(vol. 1, pp. 51-86). New York: Springer.
36. Lowe, R. K. (1996). Background knowledge and the construction of a situational representation from a diagram. European Journal of Psychology of Education,11, 377-397.
37. Mastropieri, M. A., & Scruggs, T. E. (1989). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review,1, 83-111.
38. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist,32, 1-19.
39. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
40. Mayer, R. E. (2009). Multimedia learning (2d ed.). New York: Cambridge University Press.
41. Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology,82, 715-726.
42. Mayer, R. E., & Moreno R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology,90, 312-320.
43. McNamara, D. S. (Ed.) (2007). Reading comprehension strategies: Theories, interventions, and technologies. New York: Lawrence Erlbaum.
44. McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction,14, 1-43.
45. Miller, L. M. S., & Stine-Morrow, E. A. L. (1998). Aging and the effects of knowledge on on-line reading strategies. Journal of Gerontology: Psychology Sciences,53B, 223-233.
46. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology,91, 358-368.
47. Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by minimizing auditory and visual presentation modes. Journal of Educational Psychology,87, 319-334.
48. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford: Oxford University Press.
49. Palmer, S. E., Rosch, E., & Chase, P. (1981). Canonical perspective and the perception of objects. In J. Long & A. Baddeley (Eds.), Attention and performance(vol. 9, pp. 135-151). Hillsdale, NJ: Lawrence Erlbaum.
50. Peirce, C. S. (1931-1958). Collected writings, 8 vols. (Ed. C. Hartshorne, P. Weiss & A. W Burks). Cambridge, MA: Harvard University Press.
51. Perfetti, C. A., & Britt, M. A. (1995). Where do propositions come from? In C. A. Weaver III, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch(pp. 11-34). Hillsdale, NJ: Lawrence Erlbaum.
52. Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology,90, 25-36.
53. Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, function and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching,40(10), 1089-1114. doi:10.1002/tea.10122.
54. Rieben, L., & Perfetti, C. (1991). Learning to read: Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum.
55. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization(pp. 27-48). Hillsdale, NJ: Lawrence Erlbaum.
56. Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T., & Brünken, R. (2010). Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect. Applied Cognitive Psychology,24, 164-176.
57. Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition,34(2), 344-355.
58. Schnotz, W. (2011). Colorful bouquets in multimedia research: A closer look at the modality effect. Zeitschrift für Pä dagogische Psychologie,25, 269-276.
59. Schnotz, W., & Bannert, M. (1999). Einlüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Bild-und Textverstehen [Effects of the visualization form on the construction of mental models in picture and text comprehension]. Zeitschrift für Experimentelle Psychologie,46, 216-235.
60. Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction,13, 141-156.
61. Schüler, A., Scheiter, K., & Schmidt-Weigand, F. (2011). Boundary conditions and constraints of the modality effect. Zeitschrift für P ä dagogische Psychologie,25, 211-220.
62. Sims, V. K., & Hegarty, M. (1997). Mental animation in the visuospatial sketchpad: Evidence from dual-tasks studies. Memory & Cognition,25, 321-332.
63. Soederberg Miller, L. M. (2001). The effects of real-world knowledge on text processing among older adults. Aging, Neuropsychology and Cognition,8, 137-148.
64. Stiller, K. D., Freitag, A., Zinnbauer, P., & Freitag, C. (2009). How pacing of multimedia instructions can inl uence modality effects: A case of superiority of visual texts. Australasian Journal of Educational Technology,25, 184-203.
65. Sweller, J., van Merriënboer, J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychological Review,10, 251-296.
66. Takahashi, S. (1995). Aesthetic properties of pictorial perception. Psychological Review,102(4), 671-683. doi:10.1037/0033-295X.102.4.671.
67. Vallar, G., & Shallice, T. (Eds.) (1990). Neuropsychological impairments of short-term memory. Cambridge: Cambridge University Press.
68. van Dijk, T. (1980). Macrostructures: An interdisciplinary study of global structures in discourse, interaction, and cognition. Hillsdale, NJ: Lawrence Erlbaum.
69. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
70. van Oostendorp, H., & Goldman, S. R. (Eds.) (1999). The construction of mental representations during reading. Hillsdale, NJ: Lawrence Erlbaum.
71. Weaver, C. A., III, Mannes, S., & Fletcher, C. R. (1995). Discourse comprehension. Essays in honor of Walter Kintsch. Hillsdale, NJ: Lawrence Erlbaum.