Leibniz-Institut für Wissensmedien, Tübingen, Germany.
University of Padova, Italy.
Br J Psychol. 2019 Feb;110(1):126-150. doi: 10.1111/bjop.12341. Epub 2018 Aug 19.
It was investigated whether the beneficial effect of picture presentation might be influenced by the content conveyed through text and pictures and the way information is distributed between them. Ninety-nine students learnt in five between-subjects learning conditions (i.e., text with spatial contents plus pictures, text with visual contents plus pictures, only text with spatial contents, only text with visual contents, only picture) about a tourist centre and a holiday farm. Results showed that pictures (i.e., maps) were beneficial for learning if spatial knowledge had to be acquired, but did not support learning when non-spatial, visual knowledge had to be acquired. Furthermore, a high overlap of spatial information in text and picture was helpful, which can be explained by the assumption that learning is a text-guided process. On the other hand, regarding non-spatial visual information, a high text-picture overlap did not influence learning, probably because text alone was sufficient for acquiring visual knowledge. The implications of these findings are discussed.
研究了图片呈现的有益效果是否会受到文本和图片传达的内容以及它们之间信息分布方式的影响。99 名学生在五种被试间学习条件下（即，带有空间内容的文本加图片、带有视觉内容的文本加图片、仅带有空间内容的文本、仅带有视觉内容的文本、仅图片）学习有关旅游中心和度假农场的知识。结果表明，如果需要学习空间知识，那么图片（即地图）对学习有帮助，但如果需要学习非空间的视觉知识，则对学习没有帮助。此外，文本和图片中空间信息的高度重叠是有帮助的，可以用学习是一个受文本引导的过程的假设来解释。另一方面，对于非空间的视觉信息，文本和图片的高度重叠并不会影响学习，可能是因为仅用文本就足以获取视觉知识。讨论了这些发现的意义。
