How do successful and unsuccessful learners use texts and graphics
How do successful and unsuccessful learners use texts and graphics
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成功和不成功的学习者如何使用文本和图形
DOI：
10.1016/0959-4752(93)90003-i
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发表时间：
1993
影响因子：
6.2
通讯作者：
A. Hron
中科院分区：
文献类型：
--
作者：
W. Schnotz;Emmanuel Picard;A. Hron
以下研究的目的是分析成功和不成功的学习者在使用文本和图形方面存在什么差异。首先，提出了一个理论框架，其中文本和图形被视为互补的信息来源，在知识获取方面具有质的不同功能。图形的理解被认为是在视觉空间配置和相应的心理模型之间进行结构映射的过程，这种映射可以由各自的文本指导。在这一理论框架的背景下，提出了一项实证研究，在该研究中，大学生作为学习材料收到了地球时区地图以及处理主题“时间和日期”的超文本。受试者必须用这两个信息源回答一系列关于主题的问题。为了分析被试的认知过程，我们使用了出声思考法。通过后测来区分一组成功的学习者和一组不成功的学习者。两组之间的比较表明，与不成功的学习者相比，成功的学习者使用地图的频率更高，方式也不同。成功学习者没有检索到更多的文本信息，而是更多地关注与心理模型构建相关的信息，并且在信息检索过程中比不成功学习者更容易适应心理模型构建的要求。指出了利用文本和图形直接和间接指导知识获取的教学效果。
The objective of the following study was to analyze what differences exist between successful and unsuccessful learners with regard to their use of texts and graphics. First, a theoretical framework is presented in which texts and graphics are viewed as complementary sources of information with qualitatively different functions for knowledge acquisition. Comprehension of graphics is considered as a process of structure mapping between a visuo-spatial configuration and a corresponding mental model whereby this mapping can be directed by the respective text. Within the background of this theoretical framework, an empirical study is presented in which university students received as learning material a time-zone map of the earth as well as a hypertext dealing with the topic “time and date.” The subjects had to answer with these two information sources a series of questions about the topics. In order to analyze the subjects' cognitive processes, the Thinking Aloud Method was used. By means of a post-test a distinction was made between a group of successful learners and a group of unsuccessful learners. The comparison between the two groups indicated that the successful learners used the map more intensively and in a different way than the unsuccessful learners. The successful learners did not retrieve more text information, but concentrated more on information which was relevant for the construction of a mental model, and they adapted more readily to the demands of mental-model construction in the course of information retrieval than the unsuccessful learners. Some instructional consequences concerning direct and indirect guidance of knowledge acquisition by means of texts and graphics are pointed out.