This study examined whether (1) reading a science text with a labeled picture is more effective than reading a text with an unlabeled picture and a non-illustrated text; (2) the text with the labeled picture induces different cognitive processing, as revealed by eye movements; (3) online cognitive processing is related to offline learning. Fifty-nine sixth graders were randomly assigned to a reading condition in a pre, immediate, and delayed posttest design. Findings reveal the superiority of the text with the labeled picture in the transfer task. Eye-movement analyses show that readers in this condition integrate more verbal and pictorial information, as revealed by the fine-grained index of look-from fixation time. Finally, look-from fixation time during online processing predicted offline transfer.
Examining the Effects of Picture Labeling on Science Text Processing and Learning: An Eye-Fixation Analysis
PLUCHINO, PATRIK;MASON, LUCIA
2012
Abstract
This study examined whether (1) reading a science text with a labeled picture is more effective than reading a text with an unlabeled picture and a non-illustrated text; (2) the text with the labeled picture induces different cognitive processing, as revealed by eye movements; (3) online cognitive processing is related to offline learning. Fifty-nine sixth graders were randomly assigned to a reading condition in a pre, immediate, and delayed posttest design. Findings reveal the superiority of the text with the labeled picture in the transfer task. Eye-movement analyses show that readers in this condition integrate more verbal and pictorial information, as revealed by the fine-grained index of look-from fixation time. Finally, look-from fixation time during online processing predicted offline transfer.
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