Effects of mental visualizations in science text comprehension

这项研究的目的是测试当学生被要求产生心理可视化时，他们是否能更好地理解一篇科学文本。第二个目的是测试自我生成的可视化是否可以通过教学支持得到改善。计划中的研究基于四个不同教学层次的学科间设计(无可视化、可视化、支持施工过程的可视化、支持审查过程的可视化)。为了帮助学生构建心理可视化，在阅读课文段落之前，为学生提供了外部图片。为了帮助学生复习他们的心理想象，在他们读完这段话后，他们被提供了外部图片。我们期望被要求可视化文本内容的学生比那些没有被要求可视化文本内容的学生更好地回忆文本(Paivio，1986)。此外，我们希望有外部图片的学生比没有外部图片的学生更好地理解课文。原因是我们希望他们能比其他学生产生更准确的心理想象。

The purpose of the study is to test whether students better understand a scientific text when they are asked to generate mental visualizations. A second purpose is to test whether self-generated visualizations can be improved by instructional support. The planned study is based on a between-subjects design with four different levels of instruction (no visualization, visualization, visualization with support of the construction process, visualization with support of the reviewing process). To help students to construct mental visualizations, students are provided with external pictures before reading a text paragraph. To help students to review their mental visualizations, they are provided with external pictures after they have read the paragraph. We expect students who are asked to visualize text content to better recall the text than those students who are not asked to visualize text content (Paivio, 1986). Furthermore, we expect students who are provided with external pictures to better understand the text than those who are not provided with external pictures. The reason is that we expect them to generate more accurate mental visualizations than the other students.