NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ835027
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0022-0663
Coherence Formation when Learning from Text and Pictures: What Kind of Support for Whom?
Bartholome, Tobias; Bromme, Rainer
Journal of Educational Psychology, v101 n2 p282-293 May 2009
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.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany