Coherence Formation when Learning from Text and Pictures: What Kind of Support for Whom?

Autor/inn/en	Bartholome, Tobias; Bromme, Rainer
Titel	Coherence Formation when Learning from Text and Pictures: What Kind of Support for Whom?
Quelle	In: Journal of Educational Psychology, 101 (2009) 2, S.282-293 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014312
Schlagwörter	Instructional Design; Rhetoric; Metacognition; Short Term Memory; Cognitive Processes; Difficulty Level; Pretests Posttests; Spatial Ability; College Students; Higher Education; Computer Assisted Instruction; Models; Multimedia Instruction; Foreign Countries; Educational Environment; Botany; Germany + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Rhetorik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Räumliches Vorstellungsvermögen; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computer based training; Computerunterstützter Unterricht; Analogiemodell; Multimediales Lernen; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Botanik; Deutschland
Abstract	This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84 university students learned botanical concepts under 1 of 4 different support conditions: mapping (numerical labels vs. highlighting) and prompting (given vs. not given). Posttests assessed cognitive load, confidence in learning, and knowledge. Results showed a complex interplay between the 2 kinds of help and an effect of metacognitive monitoring. Moreover, spatial abilities moderated the effects of help. Our results indicate the need to complement resource-oriented instructional design models with a conceptualization of the cognitive and metacognitive processes involved in successful learning. The notion of hybrid conceptual knowledge is proposed as a theoretical approach to understanding coherence formation. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10