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Exploring the Impact of Contrasting Cases in Text and Picture Processing

Wennås Brante, Eva ; Holmqvist Olander, Mona and Nyström, Marcus LU orcid (2013) In Journal of Visual Literacy 32(2). p.15-38
Abstract

Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.

Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
contrasts, multimodal learning, phonological ability, qualitative analysis, reading comprehension, text-picture integration
in
Journal of Visual Literacy
volume
32
issue
2
pages
24 pages
publisher
International Visual Literacy Association
external identifiers
  • scopus:85017001541
ISSN
1051-144X
DOI
10.1080/23796529.2013.11674708
language
English
LU publication?
yes
id
72be1c24-5e89-4031-9d08-9e2d76734f84 (old id 4246474)
date added to LUP
2016-04-01 14:49:01
date last changed
2023-09-05 14:53:10
@article{72be1c24-5e89-4031-9d08-9e2d76734f84,
  abstract     = {{<p>Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.</p>}},
  author       = {{Wennås Brante, Eva and Holmqvist Olander, Mona and Nyström, Marcus}},
  issn         = {{1051-144X}},
  keywords     = {{contrasts; multimodal learning; phonological ability; qualitative analysis; reading comprehension; text-picture integration}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{15--38}},
  publisher    = {{International Visual Literacy Association}},
  series       = {{Journal of Visual Literacy}},
  title        = {{Exploring the Impact of Contrasting Cases in Text and Picture Processing}},
  url          = {{http://dx.doi.org/10.1080/23796529.2013.11674708}},
  doi          = {{10.1080/23796529.2013.11674708}},
  volume       = {{32}},
  year         = {{2013}},
}