Relating a picture and 1000 words: Self-derivation through integration within and across presentation formats

•Extracting target information from a graphic is difficult.•Presentation format differences challenge productive processes.•Children can successfully integrate across presentation formats.•Classroom contexts may exacerbate the challenge of cross-format integration.•The challenge of cross-format inte...

Full description

Saved in:
Bibliographic Details
Published in:Cognitive development 2021-10, Vol.60, p.101099, Article 101099
Main Authors: Esposito, Alena G., Lee, Katherine, Dugan, Jessica A., Lauer, Jillian E., Bauer, Patricia J.
Format: Article
Language:English
Subjects:
Auditory Stimuli
Classroom Environment
Comparative Analysis
Computer Graphics
Elementary School Students
Graphic representation
Illustrations
Integration across text and graphic representations
Laboratory Experiments
Learning Processes
Memory
Scores
Self-derivation through integration
STEM Education
Teaching Methods
Tests
Written Language
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:•Extracting target information from a graphic is difficult.•Presentation format differences challenge productive processes.•Children can successfully integrate across presentation formats.•Classroom contexts may exacerbate the challenge of cross-format integration.•The challenge of cross-format integration can be mitigated with support at encoding. To build knowledge, separate yet related learning episodes can be integrated with one another and then used to derive new knowledge. Separate episodes are often experienced through different formats, such as text passages and graphic representations. Accordingly, in the present research, we tested integration of learning episodes provided through different presentation formats with children in the laboratory (Experiment 1; n = 24; M = 8.36 years) and in classrooms (Experiment 2; n = 85; M = 9.34 years and Experiment 3; n = 154; M = 10.67 years). Children in the laboratory were successful in both same-format and different-format conditions. Children in the classroom were also successful in both conditions, but in Exp. 2 showed a cost to integration across two different presentation formats compared to the same-format condition. In Exp. 3, greater support for encoding the graphic information was added and performance no longer showed a cost between conditions.
ISSN:0885-2014
1879-226X
DOI:10.1016/j.cogdev.2021.101099