Searching documents: Cognitive processes and deficits in understanding graphs, tables, and illustrations.
Searching documents: Cognitive processes and deficits in understanding graphs, tables, and illustrations.
复制标题
搜索文档：认知过程和理解图表、表格和插图的缺陷。
DOI：
10.1006/ceps.1993.1017
复制
发表时间：
1993
影响因子：
10.3
通讯作者：
N. Kimmerly
中科院分区：
文献类型：
--
作者：
J. Guthrie;S. Weber;N. Kimmerly
摘要：两项研究探讨了人们如何阅读和理解图形、表格和插图的认知处理框架。在研究一中，16名学生提供了有声思考任务中的口头协议数据，其中有四张图表和四张插图，取自教科书和报纸。学生们回答了一些问题，这些问题要求他们定位文档中的具体细节（本地搜索），或者看到趋势并理解文档的要点（全局搜索）。在搜索特定信息时，学生报告了对文件的组织和类别结构的思考；然而，在寻找趋势时，学生们报告说他们做出了概括和抽象。在研究II中，使用了一组更大的文档，包括8个表格、8个图表和8个插图，以及全局和具体问题。在所有任务中的表现都揭示了一个要求学生定位特定信息的因素，以及一个要求学生感知趋势和模式的因素。我们推断，第二个因素的性能受益于抽象过程，抽象过程相对独立于第一个因素的性能所需的搜索组件，而第一个因素强调定位特定信息。搜索趋势的能力水平明显低于搜索具体信息的能力水平，这表明大量学生没有学习抽象过程。认知加工框架与其他文献素养模型的关系进行了讨论。
Abstract A cognitive processing framework for how people read and understand graphs, tables, and illustrations was explored in two studies. In Study I, 16 students provided verbal protocol data in think-aloud tasks with four graphs and four illustrations taken from textbooks and newspapers. The students answered questions that required them to either locate specific details in the documents (local search) or see trends and understand the gist of the documents (global search). In searching for specific information, students reported thinking about the organization and category structure of the documents; whereas in searching for trends, the students reported making generalizations and developing abstractions. In Study II, a larger set of documents including eight tables, eight graphs, and eight illustrations, as well as global and specific questions, were used. Performance on all tasks revealed one factor which required students to locate specific information, and a second factor which required students to perceive trends and patterns. We inferred that performance on the second factor benefitted from abstraction processes that were relatively independent of the components of search that were needed for performance on the first factor, which emphasized locating specific information. The level of competence in searching for trends was significantly lower than that in searching for specific information, suggesting that the abstraction process had not been learned by a substantial number of students. The cognitive processing framework was discussed in relation to other models of document literacy.