Pictures and anaphora: Evidence for independent processes

Glenberg, Arthur M.; Kruley, Peter

doi:10.3758/bf03199579

Cited by 20 publications

(16 citation statements)

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“…Texts and illustrations were displayed on Macintosh computers, and the subjects used the computer keyboard to respond. The texts for this experiment were taken from Glenberg and Kruley (1992). In outline, all subjects read 12 texts using the Just et al (1982) moving-window paradigm.…”

Section: Methodsmentioning

confidence: 99%

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Changes in subject performance during the semester: An empirical investigation

Langston

Ohnesorge

Kruley

et al. 1994

Psychonomic Bulletin & Review

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Two experiments were conducted to probe for performance differences between early-semester subjects and late-semester subjects in an introductory psychology subject pool. In Experiment 1A, hypotheses regarding changes in performance included differential effort, changes in subjects' attention to the task, and changes in subjects' sensitivity. A signal detection paradigm was used, and 278 subjects were sampled over the course of the semester. No evidence of changes in subject performance was found, in spite of sufficient power to detect relevant patterns of change. The results of a replication (N = 135) were consistent with those ofExperiment 1A. Experiment 2 (N = 118) employed a text comprehension task to examine possible differences in subject performance with a more cognitive task. Again, there was no evidence to support the idea that latesemester subjects were performing differently from early-semester subjects.In the field of psychology, details of experimental design are thoroughly scrutinized. Particularly when the experimental task is complex, great care must be taken to ensure that the subject is attempting to follow the directions ofthe experimenter. A foundational assumption for any experiment not explicitly investigating subject differences is that the population of subjects sampled is homogeneous. Systematic changes in subject behavior across the semester could influence the pattern of results or reduce the power of an experimental manipulation. Additionally, if systematically different groups are sampled, the generalizability of the conclusions may be seriously reduced.Interestingly, the belief is common among researchers utilizing an undergraduate subject pool that students do vary in important respects across the semester. Subjects participating in the early weeks of the semester are usually believed to follow directions more closely or attend more fully during the experiment.Several studies have been conducted yielding significant differences between early-semester subjects and latesemester subjects on such demographic attributes as academic orientation and locus of control (Evans & Donnerstein, 1974), preoccupation with death (Blatt & Quinlan, 1967), and respect for the scientific enterprise (Holmes, 1967). However, absent theoretical connections between such indices and performance for a given task, these reThe authors would like to thank Arthur Glenberg, Yei-Yu Yeh, Mike Hogan, Steve Morgan, and Bob Kachelski for their helpful comments on an earlier version ofthe manuscript. We thank John Theios and Arthur Glenberg for the use of their lab space and equiprnent in conducting the experiment. The order of the first and second and the third and fourth authors was determined by a coin f1ip. Peter Kruley was partialiy supported by AASERT Grant F4962D-92-J-Q31O from the Air Force Office of Sponsored Research during preparation of this report. Requests for reprints may be sent to William Langston, Department of Psychology, 1202 W. Johnson, Madison, WI 53706. sults provide little support for the inf...

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Section: Methodsmentioning

confidence: 99%

“…Texts were selected from the stimuli used by Glenberg and Kruley (1992); each text described an object that should be unfamiliar to the average subject (e.g., the Sphagnum Sporophyte). After reading the text, the subjects answered aseries of questions about it.…”

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confidence: 99%

Changes in subject performance during the semester: An empirical investigation

Langston

Ohnesorge

Kruley

et al. 1994

Psychonomic Bulletin & Review

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“…One straightforward idea is that the comprehension and memory of a communication can be augmented if nonlinguistic transmission is exploited, perhaps by assisting in the construction of a model that serves as one product of comprehension. Glenberg and Kruley (1992) focus on one comprehension process that might be enhanced by the inclusion of pictures with text-that of resolving anaphoric reference. In addition, they report robust mnemonic benefits of adding pictures to text.…”

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Mental models, pictures, and text: Integration of spatial and verbal information

Glenberg

McDaniel

1992

Memory & Cognition

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In the past several years, there has been an acceleration in the publication of cognitive research on the interplay between linguistic and pictorial/spatial information. To report on and encourage this sort of research, we organized a symposium at the 1991 meeting of the Midwestern Psychological Association. The articles in this special section of Memory & Cognition are based on the work presented at the symposium. In this introduction, we offer a suggestion for why the integration of linguistic and spatial information is not only a possibility, but a requirement for effective communication. Our suggestion follows the linguistic analysis of the closed-class elements that convey spatial relations, the prepositions (Talmy, 1983). The structure of language provides but a small set of prepositions to encode the vast number of spatial relations that we can perceive. Thus, to understand a situation that a speaker or a writer is conveying, the listener or reader must combine linguistic information with (perhaps metric) spatial information derived from pictures, the environment, or memory.In 1991, at the meeting of the Midwestern Psychological Association, we held a symposium on the recent surge in research on the relation between language, visuospatial information, and visuospatial modes of communication (pictures, diagrams, maps, etc.). Heretofore, cognitive psychologists have seized on the nominal, surface differences between linguistic and visuospatial presentations as a useful distinction for guiding and circumscribing research on comprehension and memory. This strategy has produced an informative and rich literature on comprehension of connected discourse, and a somewhat less extensive literature on processing and memory for representational drawing, pictures, and maps. Yet the sufficiency of this distinction for creating a fruitful experimental enterprise may not be mimicked in the sufficiency of these modes for individually supporting effective communication.For instance, consider the assertion by Taylor and Tversky (1992a, p. 495) that "Language is a surrogate for experience. " If this were not so, it would be hard to understand how language could be used to inform us about events and objects with which we had no direct contact. Nonetheless, language can be distinctly inferior to ex- perience. Our perceptual apparatus delivers (usually) veridical, organized, detailed representations. Language may not do any of that. In particular, the structure of language is particularly ill-suited for communicating the spatial organization to which our perceptual apparatus seems tuned.The problem of language and space is revealed by an analysis of closed-elass (i.e., limited in size and hard to add to) grammatical terms used to indicate spatial relations. In English, only some SO-I00 prepositions are used to convey spatial relations (Jackendoff & Landau, 1991). These are words such as above, across, nearby, and upon. Clearly, however, our perceptual apparatus can make much finer metric distinctions. When we wish to use langu...

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“…Also, these results resonate with some other theories that tend to explain cognitive performance in textual comprehension over illustration although developed from adult readers. This is notably the case of Glenberg and Kruley (1992) and the work done by Glenberg and Langston in 1992. For the latter, the participant's performance is superior, that is to say better when the text is accompanied an illustration.…”

Section: Discussionmentioning

confidence: 93%

Illustration and Text Comprehension: Tales Study for Primary Students

Mounguengui¹,

Ilouga²

2019

JEDP

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Essential for the individual’s successful adaptation in the society, text comprehension is a cognitive activity more and more complicated to the child (Blanc & Brouillet, 2005). However, these understanding difficulties get better with the age (Boisclair, Makdissi, Sanchez, Fortier, & Sirois, 2004; Segui & Léveillé, 1977). The present study, working on the principle that illustration is beneficial to the comprehension process (Ammari, 2015; Blanc & Tapiero, 2002; Gyselinck, 1995, 1996; Gyselinck & Tardieu, 1993; Reinwein, 1988; Rizk Batien, 2009; Vezin, 1986), has proposed to study the effect, the role of this one on comprehension to the children through tales. Two groups of students aged from 7 to 9 years old read two short stories, illustrated or not. Two tests were also submitted to them: the task of understanding and highlighting important words and/or ideas. The results obtained show clearly the positive effect of the illustration on the students’ performances and testify thus to the fact that illustration can be used as a palliative to the understanding difficulties of to the children.

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Pictures and anaphora: Evidence for independent processes

Cited by 20 publications

References 17 publications

Changes in subject performance during the semester: An empirical investigation

Changes in subject performance during the semester: An empirical investigation

Mental models, pictures, and text: Integration of spatial and verbal information

Illustration and Text Comprehension: Tales Study for Primary Students

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