Understanding Picture-Text Instructions.
Final rept. 1 Mar 80-31 Mar 84,
NEW YORK STATE COLL OF AGRICULTURE AND LIFE SCIENCES ITHACA DEPT OF EDUCATION
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This project investigated a variety of aspects of how procedural instructions comprised of text and pictures are comprehended and executed. The research focused on differences in comprehension and performance attributable to variations in the organization of the information, the format of the information, the metacognitive strategies employed by readers, and the interaction of readers with materials. The various studies confirmed that differences in comprehension and performance are related to these factors. Several categories of information were found to be very important if not essential for execution of procedural instructions, and it was further found that certain metacognitive strategies affected the speed and accuracy of performance. Additional investigations revealed that subjects rely on specific features of objects for purposes of identification and use those features to infer functional properties of the objects depicted. These findings are discussed in terms of a recursive model of the cognitive processing of picture-text information and implications for the design of instructional materials are discussed. Author