Pictures and young children's learning from oral prose.

Lesgold, Alan M.; Levin, Joel R.; Shimron, Joseph; Guttmann, Joseph

doi:10.1037/0022-0663.67.5.636

Cited by 73 publications

(56 citation statements)

References 20 publications

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“…The positive correlations between drawing accuracy and performance are found when constructed drawings serve as either a memory aid (e.g., Butler et al, 1995) or a study strategy (e.g., Lesgold et al, 1975;Van Meter, 2001). Greene (1989), for example, demonstrated that participants performed better on posttests when drawings accurately depicted text Greene (1989) permitted participants to use the drawn representation at the time of the posttest, these positive correlations are not surprising.…”

Section: The Importance Of Drawing Accuracymentioning

confidence: 99%

“…The empirical literature is clear, however. Lesgold et al (1975Lesgold et al ( , 1977 and Van Meter (2001) demonstrate the importance of drawing accuracy when designing classroom implementations that use drawing as a comprehension or learning strategy.…”

Section: The Importance Of Drawing Accuracymentioning

confidence: 99%

“…Unlike Lesgold et al (1975), however, Van Meter varied support across drawing conditions in the same experiment and analyzed participants' think alouds to uncover causal links among drawing, support, and comprehension processes. As described in the previous section, fifth and sixth grade students who participated in this study read a two-page text about the central nervous system.…”

Section: Support Is Necessary For Effective Drawing Strategy Usementioning

confidence: 99%

“…This includes, for example, methods in which component pieces of the representation are provided and the learner organizes these into a coherent, accurate representation of to-be-learned content (e.g., Britton and Wandersee, 1997;Lesgold et al, 1975). In selecting literature for this article, the definition of learner-generation required that the learner control the final appearance of the pictorial representation.…”

Section: Learner-generated Drawing: Strategic Representative and Comentioning

confidence: 99%

“…A series of studies by Lesgold and colleagues (Lesgold et al, 1975(Lesgold et al, , 1977 permits comparison of increasing levels of support. In each of these experiments, first grade participants listened to stories and comprehension was measured by free recall.…”

Section: Support Is Necessary For Effective Drawing Strategy Usementioning

confidence: 99%

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The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

319

239

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This article explores learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals. Both applied and empirical literature is reviewed with the purpose of stimulating research on this strategy. Clear from this review is the gap that exists between prescriptive readings on learner-generated drawing and research-based understandings. To make sense of inconsistent empirical evidence, the research review is organized around a series of hypotheses grounded in current underA hallmark of sophisticated, expert-like performance is the ability to think flexibly and to transfer knowledge across contexts. In part, this process is reliant on an underlying cognitive structure in which knowledge is integrated across varying representations (de Jong and Ferguson-Hessler, 1986;Silver, 1979) 286Van Meter and Garner (Van Someren et al., 1998). When a student can translate a data table to a linear function (Haverty et al., 2000) or use illustrated text to solve transfer problems (Mayer and Sims, 1994), that student is assessed as functioning at a higher level relative to a student who struggles with these activities. As critical as integration is, learners have a difficult time working with more than one format and integrating verbal and nonverbal representations of complex content (e.g., Scanlon, 1998;Tabachneck-Schiif and Simon, 1998). Given both the value and challenge of this process, strategies that facilitate the integration of different representations, particularly those that cross modalities, have great potential for improving student learning. Learner-generated drawing is one such strategy because drawing involves the construction of an internal, nonverbal representation that is mapped onto elements of the alternative, provided representation. The purpose of this article is to make the case that learner-generated drawing is a strategy that warrants thorough, systematic study.Although learner-generated drawing received some attention in the mid to late 1970s, research interest dried up by the mid 1980s. We believe the loss of interest is partially attributable to inconsistent findings and a body of research which, on balance, is rather disappointing. Along with the obvious value briefly stated above, there are two additional reasons for renewing interest in learner-generated drawing. First, an abundance of prescriptive publications available to classroom teachers tout learnergenerated drawing as a strategy that can meet a number of educational objectives. This is true despite a lack of evidence to support most applications. It is not that these prescriptions are necessarily wrong; rather, the research evidence addressing drawing as a learning process is inconsistent, silent, or qualifying. To highlight the distance between research and practice, the review section of this article begins with an overview of the applied literature before synthesizing the empirical research. We hope the juxtaposition of an array of implementations against scant research evidence ...

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Section: The Importance Of Drawing Accuracymentioning

confidence: 99%

Section: The Importance Of Drawing Accuracymentioning

confidence: 99%

Section: Support Is Necessary For Effective Drawing Strategy Usementioning

confidence: 99%

Section: Learner-generated Drawing: Strategic Representative and Comentioning

confidence: 99%

Section: Support Is Necessary For Effective Drawing Strategy Usementioning

confidence: 99%

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The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

319

239

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How generative drawing affects the learning process: An eye‐tracking analysis

Hellenbrand

Mayer

Opfermann

et al. 2019

Applied Cognitive Psychology

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SummaryGenerative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author‐provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author‐generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.

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Pictorial presentation and review strategies in science learning

Alesandrini

Rigney

1981

J Res Sci Teach

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To test the effects of pictorial presentation and a pictorial review task on science learning, all‐verbal or verbal‐pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer‐assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read‐twice control. The same all‐verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re‐read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re‐read condition and produced more favorable attitudes as well.

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Pictures and young children's learning from oral prose.

Cited by 73 publications

References 20 publications

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

How generative drawing affects the learning process: An eye‐tracking analysis

Pictorial presentation and review strategies in science learning

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