University of Geneva, Switzerland.
Univ. Grenoble Alpes, France.
Br J Educ Psychol. 2018 Sep;88(3):465-479. doi: 10.1111/bjep.12195. Epub 2017 Oct 16.
The effects of text cohesion and added pictures on acquired knowledge have been heavily studied each in isolation. Furthermore, studies on the effects of specific characteristics of pictures, whether facilitating or hindering, are scarce. Schnotz's ITCP Model (2014) allows to formulate hypotheses regarding the combined effect of text cohesion and presence and level of detail of a picture. This study investigates these hypotheses in the case of children reading scientific texts.
One hundred and one-second-, third-, and fourth-grade pupils with a mean age of 9 years, in the western United States.
Data were collected over three sessions to encompass an understanding of each pupil's knowledge based on prior sessions.
Results showed a significant increase in pupils' knowledge between pre-test and immediate post-test, but as hypothesized, no significant difference between levels of cohesion. No significant difference between types of pictures was detected. After 1 week, knowledge built with a high cohesive text significantly dropped with low-detail picture, whereas, with high detail, or no picture, there was no significant difference. Results suggested that when participants were given a low-detail picture with a low cohesive text, the integration process of the material was more restricted than with a high cohesive text.
分别对文本连贯性和添加图片对习得知识的影响进行了大量研究。此外，关于图片的具体特征（无论是促进还是阻碍）的影响的研究很少。Schnotz 的 ITCP 模型（2014 年）允许对文本连贯性和图片的存在及详细程度的综合影响提出假设。本研究调查了这些假设在儿童阅读科学文本情况下的适用性。
101 名 2 年级、3 年级和 4 年级的学生，平均年龄为 9 岁，来自美国西部。
数据通过三个阶段收集，以涵盖每个学生基于前几个阶段的知识理解。
结果显示，学生的知识在预测试和即时后测试之间有显著提高，但与假设相反，连贯性水平之间没有显著差异。未检测到图片类型之间的显著差异。1 周后，高连贯性文本构建的知识显著下降，而低细节图片则没有显著差异，而高细节或没有图片则没有显著差异。结果表明，当参与者获得低细节图片和低连贯性文本时，材料的整合过程比高连贯性文本更受限制。
