Children's Apprehension of Pictorial and Textual Events.

Autor/in	Marr, Mary Beth
Titel	Children's Apprehension of Pictorial and Textual Events.
Quelle	(1978), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Comprehension; Elementary Education; Performance Factors; Pictorial Stimuli; Reading Comprehension; Reading Research + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Elementarunterricht; Leistungsindikator; Fantasieanregung; Leseverstehen; Leseforschung
Abstract	Thirty-six fourth grade pupils were grouped according to reading ability in a study conducted to examine comprehension within the framework of event perception. The children were presented a sequential activity described in picture or text form and then were asked to indicate on scoring sheets which of eight test items logically fit with the event sequences presented. Four of the test items were from the original event sequence, two were "new" but a part of the original sequence, and two were "new" but inconsistent with the event sequences. After testing, informal interviews were conducted with the students to determine their rationale for decision making. Analysis of the results indicated that good readers were more accurate in identifying old test items as logically belonging with the event sequences than were poor readers, but that no ability effect was present for responses to new items. In addition, students appeared to be less accurate in identifying inconsistent pictures than inconsistent sentences. A follow-up investigation with good readers indicated that pictures seemed more subject to ambiguous interpretation than text, but more so when they appeared as recognition test stimuli than as presentation stimuli. (TJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01