学习者生成图解对说明文阅读理解和应用的效果

在112名大学生被试阅读难度不同的两种材料并解答相关的理解题和应用题时,按照阅读时是否要求生成图解与答题时是否允许生成图解两个条件将他们平均分为四个小组,探讨阅读画图与答题画图对被试理解和应用不同难度材料的影响。结果表明,阅读时学习者生成的图解可显著促进对难度较高材料的理解;答题时学习者生成的图解可显著促进对难度较低材料的应用;阅读时是否画图与答题时是否画图对理解和应用所学习材料没有显著交互作用。

The Effects of Learner-Generated Diagrams on Understanding and Application of Dynamic Knowledge in Explanatory Text

One hundred and twelve college students were divided into four groups according to two pairs of conditions (learner-generated diagrams vs. learner-generated summaries; while reading text vs. while answering questions). They were asked to read two explanatory texts both about dynamic knowledge but different in the levels of difficulty, and then answer some multiple-choice questions related to understanding and application of the knowledge in the text. The results showed that the learner-generated diagrams while reading can significantly facilitate the understanding to the more difficult text than the less difficult text; the learner-generated diagrams while answering questions can significantly facilitate the application to the less difficult text than the more difficult text; there are no significant interactions between the two kinds of learner-generated diagrams both in understanding and application.