The comprehension of illustrations and text was studied from a cognitive discourse processing perspective. Typically, learners must construct conceptual knowledge representations that integrate different types of information from diverse sources and modalities (e.g., text and illustrations). Currently, little is known about how such integrative processing works in "multimedia" learning situations. This study focused on the semantic representations that low prior knowledge learners constructed as they read from text and static illustrations presenting multiple types of information (structural, functional, and energy) describing a functional system. Both the text and the illustrations were modified so that structural information would be highlighted over other information types. / Participants were twenty-four undergraduate engineering students who had little prior knowledge of the target domain (the human visual system), but were experienced in learning about functional systems using texts and illustrations. Six students were randomly assigned to each of four presentation conditions: (a) text only, (b) illustrations only, (c) text with controlled access to illustrations, or (d) text with free access to illustrations. / The materials were presented individually in a computer environment which recorded and timed all information accessed. Participants provided on-line interpretations as they read, post-input verbal and visual free recalls of the materials, and responses to integrative comprehension questions. Planned comparisons were used to contrast: (a) the two text with illustrations groups, (b) the combined text with illustrations groups to the text only group, (c) the text with illustrations groups to the illustrations only group, and (d) the processing of information which was privileged (structure) to other information. / The results indicated that the text and illustrations each provided mutually constraining information that functioned together to support comprehension. Illustrations aided the construction and elaboration of mental models by providing an external context that supported more active conceptual processing and integration of information. Text aided both literal and high level comprehension by communicating the meaning of illustrations and signaling what information was important. These results support perspectives on situated learning which emphasize the role that discourse plays in comprehending knowledge in environments involving more than one external information source. Future research is recommended to extend such findings to other populations of learners and materials.

No description available.

Thesis (M. Div.)--Gordon-Conwell Theological Seminary, 1997. / Abstract and vita. Includes bibliographical references (leaves [83]-93).

Thesis (B.A.)--Haverford College Dept. of Classics, and Haverford College Dept. of Religion, 1986. / Includes bibliographical references.

Thesis (D. Min.)--Trinity International University, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 201-208).

Thesis (M. Div.)--Gordon-Conwell Theological Seminary, 1997. / Abstract and vita. Includes bibliographical references (leaves [83]-93).

Thesis (M. Div.)--Gordon-Conwell Theological Seminary, 1997. / Abstract and vita. Includes bibliographical references (leaves [83]-93).

No description available.

No description available.

This study was designed to examine the ability to use prior knowledge in text comprehension and knowledge integration. The focus of the research was on effects of different degrees of subjects' theoretical knowledge in the domain of biochemistry on their comprehension of written technical materials describing experimental procedures and results, and the ability to integrate such new text derived information with prior theoretical knowledge considered by experts to be relevant to the topic. Effects of cues on the accessibility and use of prior knowledge were also examined. Pre-test questions testing the extent of subjects' prior knowledge of photosynthesis, and a "cue article" specifically designed to prime subjects' relevant prior knowledge of photosynthesis, served as cues in the study. / A theoretical model of experts' knowledge was developed from a semantic analysis of expert-produced texts. This "expert model" was used to evaluate the extent of students' theoretical knowledge of photosynthesis, and its accessibility while applying it to the experimental tasks. College students and university graduate students served as subjects in the study, permitting a contrast of groups varying in prior knowledge of and expertise in chemistry. / Statistical analyses of data obtained from coding subjects' verbal protocols against text propositions and the expert model revealed that prior knowledge and comprehension contribute significantly to predicting knowledge integration, but they are not sufficient for this process to take place. It appears that qualitative aspects and specific characteristics of subjects' knowledge structure contribute to the process of integration, not simply the amount of accumulated knowledge. There was also evidence that there are specific inferential processes unique to knowledge integration that differentiate it from test comprehension. Cues manifested their effects on performance on comprehension tasks and integrative tasks only through their interactions with other factors. Furthermore, it was found that textual complexity placed specific constraints on students' performance: the application of textual information to the integrative tasks and students' ability to build conceptual frame representations based on text propositions depended on the complexity of the textual material. (Abstract shortened with permission of author.)