Training for Coherence Formation When Learning From Text and Picture and the Interplay With Learners’ Prior Knowledge

Tina Seufert

doi:10.3389/fpsyg.2019.00193

Abstract

Learning with text and pictures requires learners to integrate the given information into one coherent mental representation. Since learners often fail to integrate text and pictures, the study investigates the effects of a training for text processing strategies, picture processing strategies and strategies to map text and picture onto each other. It was assumed that learners’ prior knowledge would affect the effects of such a training with more beneficial effects for learners with high prior knowledge. The training comprised an introduction on how to process, integrate and reflect on texts and pictures with an additional training phase of 3 weeks. The study (N = 30) analyzed the effects of the training with regard to recall and comprehension performance in contrast to the no training group, which received an alternative program that was not related to text-picture integration. A regression analysis showed that the integration training was not overall beneficial but only for learners with increased levels of prior knowledge. Hence, training for coherence formation is beneficial for learning only when adequate knowledge structures are available to conduct the recommended steps of understanding and integrating text and picture.

Highlights

AND THEORETICAL BACKGROUNDWhen taking a look at modern learning material in books, on websites, in learning apps or conveyed by teachers, the most prominent presentation formats are texts accompanied by pictures
Concerning the effects of the training on comprehension performance we found an influence of learners’ prior knowledge, but with a smaller effect
We developed a training that can be helpful for coherence formation if learners have sufficient prior knowledge and are able to deal with the possible additional burden and can accomplish the strategy successfully

Summary

INTRODUCTION

When taking a look at modern learning material in books, on websites, in learning apps or conveyed by teachers, the most prominent presentation formats are texts accompanied by pictures. When conducting the separate steps of a complex strategy, learners are able to monitor their progress and can readjust their behavior, improving their strategy skills While these recommendations are crucial for strategy trainings in general, the above mentioned models of text-picture integration (Schnotz and Bannert, 2003; Mayer, 2009) as well as the concept of coherence formation as structure mapping (Seufert, 2003) provide specific guidelines for developing a training for text-picture integration. With a sufficient level of prior knowledge should learners be able to apply the strategy Their existing schemata will help to identify the relevant elements and relations in text and picture and to map them onto each other on a semantic level. The so-called expertise reversal effect (Kalyuga, 2007) could be expected

Participants and Design

Descriptive Results

SUMMARY AND DISCUSSION

ETHICS STATEMENT