TY - JOUR
T1 - Inspecting a picture before reading affects attentional processing but not comprehension
AU - Wassenburg, Stephanie I.
AU - de Koning, Björn B.
AU - Bos, Lisanne T.
AU - van der Schoot, Menno
PY - 2020/1/2
Y1 - 2020/1/2
N2 - This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.
AB - This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.
KW - eye-tracking
KW - pictorial support
KW - Reading comprehension
KW - resource allocation
KW - situation model
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U2 - 10.1080/01443410.2019.1645306
DO - 10.1080/01443410.2019.1645306
M3 - Article
AN - SCOPUS:85070527869
VL - 40
SP - 4
EP - 21
JO - Educational Psychology
JF - Educational Psychology
SN - 0144-3410
IS - 1
ER -