Effects of mental visualizations in science text comprehension

本研究的目的是测试学生是否能更好地理解科学文本时，他们被要求产生的心理可视化。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来提高。计划的研究是基于一个科目之间的设计与四个不同层次的教学（没有可视化，可视化，可视化与支持的建设过程中，可视化与支持的审查过程）。为了帮助学生构建心理可视化，学生在阅读文本段落之前提供外部图片。为了帮助学生回顾他们的心理可视化，他们在阅读段落后提供了外部图片。我们希望那些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起文本（Paivio，1986）。此外，我们希望谁提供了外部图片的学生比那些谁没有提供外部图片更好地理解文本。原因是我们希望他们比其他学生产生更准确的心理可视化。

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.