FOR WHOM IS A PICTURE WORTH 1000 WORDS - EXTENSIONS OF A DUAL-CODING THEORY OF MULTIMEDIA LEARNING
FOR WHOM IS A PICTURE WORTH 1000 WORDS - EXTENSIONS OF A DUAL-CODING THEORY OF MULTIMEDIA LEARNING
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DOI：
10.1037/0022-0663.86.3.389
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发表时间：
1994-09-01
影响因子：
4.9
通讯作者：
SIMS, VK
中科院分区：
文献类型：
--
作者：
MAYER, RE;SIMS, VK
在2个实验中，高和低空间能力的学生观看了计算机生成的动画，并同时（并发组）或连续（连续组）听一段叙述，解释自行车轮胎泵（实验1）或人类呼吸系统（实验2）的工作原理。并发组产生更多的创造性解决方案，随后的传输问题比连续组，这种邻近效应是强大的高，但不是低空间能力的学生。与双重编码理论相一致，空间能力高的学习者可以投入更多的认知资源来建立所呈现材料的视觉和言语表征之间的参照联系，而空间能力低的学习者必须投入更多的认知资源来建立视觉呈现材料及其视觉表征之间的表征联系。
In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas low-spatial ability learners must devote more cognitive resources to building representation connections between visually presented material and its visual representation.