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- W1574338775 abstract "A cursory examination of almost any Australian primary and post-primary classroom would reveal the presence of textbook-type materials, be they readers from set series or textbooks designed to provide the learner with a knowledge in some discipline or interdisciplinary domain. Closer examination would also show that many of these materials contain both written text and supporting visual aids such as graphs, charts, maps, tables, and illustrations. The intention of such aids is not only to break up large chunks of continuous text but, more importantly, to present key data in a spatial, visual way so that learners may better comprehend it. From an information-processing perspective, the presentation of material in different modalities (verbal, visual) should lead to better understanding because of the potential for dual coding (Paivio, 1986), conjoint retention (Kulhavy and Stock, 1996) and construction of superior mental models for the material (Schnotz, Picard and Hron, 1993). All this, however, clearly depends upon what the learners do when confronted with such textbook materials. If they do not have the strategies for processing the written words and the visuals, and also for recognising the usefulness of the visuals for understanding, then it will not be surprising to find that the potential is not realised." @default.
- W1574338775 created "2016-06-24" @default.
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- W1574338775 date "1997-11-01" @default.
- W1574338775 modified "2023-09-23" @default.
- W1574338775 title "The strategies students in years 5, 7 and 9 use for processing texts and visual aids" @default.
- W1574338775 hasPublicationYear "1997" @default.
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