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Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents
Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generat...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847939/ https://www.ncbi.nlm.nih.gov/pubmed/33536969 http://dx.doi.org/10.3389/fpsyg.2020.592509 |
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author | Désiron, Juliette C. Bétrancourt, Mireille de Vries, Erica |
author_facet | Désiron, Juliette C. Bétrancourt, Mireille de Vries, Erica |
author_sort | Désiron, Juliette C. |
collection | PubMed |
description | Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling would foster inference generation as well (Hypothesis 2). Further, we hypothesized that better learning outcomes would be observed when text cohesion was low and signaling was present (Hypothesis 3). Our first experimental study investigated the effect of those two factors (cohesion and signaling) on three levels of comprehension (text based, local inferences, global inferences). Participants were adolescents in prevocational schools (n = 95), where some of the students are struggling readers. The results showed a trend in favor of high cohesion, but with no significant effect, a significant positive effect of cross-representational signaling (CRS) on comprehension from local inferences, and no interaction effect. A second experiment focused on signaling only and attention toward the picture, with collection of eye-tracking data in addition to measures of offline comprehension. As this study was conducted with university students (n = 47), who are expected to have higher reading abilities and thus are less likely to benefit from high cohesion, the material was presented in its low cohesive version. The results showed no effect of conditions on comprehension performances but confirmed differences in processing behaviors. Participants allocated more attention to the pictorial representation in the CRS condition than in the no signaling condition. |
format | Online Article Text |
id | pubmed-7847939 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-78479392021-02-02 Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents Désiron, Juliette C. Bétrancourt, Mireille de Vries, Erica Front Psychol Psychology Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling would foster inference generation as well (Hypothesis 2). Further, we hypothesized that better learning outcomes would be observed when text cohesion was low and signaling was present (Hypothesis 3). Our first experimental study investigated the effect of those two factors (cohesion and signaling) on three levels of comprehension (text based, local inferences, global inferences). Participants were adolescents in prevocational schools (n = 95), where some of the students are struggling readers. The results showed a trend in favor of high cohesion, but with no significant effect, a significant positive effect of cross-representational signaling (CRS) on comprehension from local inferences, and no interaction effect. A second experiment focused on signaling only and attention toward the picture, with collection of eye-tracking data in addition to measures of offline comprehension. As this study was conducted with university students (n = 47), who are expected to have higher reading abilities and thus are less likely to benefit from high cohesion, the material was presented in its low cohesive version. The results showed no effect of conditions on comprehension performances but confirmed differences in processing behaviors. Participants allocated more attention to the pictorial representation in the CRS condition than in the no signaling condition. Frontiers Media S.A. 2021-01-18 /pmc/articles/PMC7847939/ /pubmed/33536969 http://dx.doi.org/10.3389/fpsyg.2020.592509 Text en Copyright © 2021 Désiron, Bétrancourt and de Vries. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Désiron, Juliette C. Bétrancourt, Mireille de Vries, Erica Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title | Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title_full | Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title_fullStr | Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title_full_unstemmed | Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title_short | Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents |
title_sort | cross-representational signaling and cohesion support inferential comprehension of text–picture documents |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847939/ https://www.ncbi.nlm.nih.gov/pubmed/33536969 http://dx.doi.org/10.3389/fpsyg.2020.592509 |
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