Hannus M, Hyönä J
University of Turku, Turku, Finland
Contemp Educ Psychol. 1999 Apr;24(2):95-123. doi: 10.1006/ceps.1998.0987.
Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press.
研究人员在智力水平高和低的10岁小学生中，研究了插图对学习正宗教科书材料的影响。实验1表明，插图的存在提高了对有插图文本内容的学习，但对无插图文本内容的学习没有影响。对于高能力儿童，插图的存在提高了理解分数，但对低能力儿童没有提高。在实验2中，在学习有插图的教科书段落时测量了儿童的眼动，以研究儿童如何在文本和插图之间分配注意力。结果表明，学习主要由文本驱动，儿童对插图的查看很少。高能力学生在处理过程中更具策略性，因为他们在文本和插图的相关部分上花费了相对更多的时间。得出的结论是，学习有插图的科学教科书材料所涉及的要求，智力能力较强的学生可能更容易满足。版权所有1999年学术出版社。
