摘要
48名 1 3岁中学生被分为高低两种学习能力 ,每种被试又被分成两组分别学习配有两种插图 (多媒体静态插图和多媒体互动插图 )的一篇生物说明文 ,结果表明 :( 1 )在重在考查插图加工水平的图片测验上 ,学习能力和插图类型主效应均显著 ,但两者之间不存在显著交互作用 ;( 2 )在重在考查文图整合加工水平的文字测验上 ,学习能力和插图类型之间存在显著的交互作用 ,即只有当学习能力高时 ,两种插图之间存在显著差异。 ( 3 )在被试的填图过程中 ,被试的尝试次数与其插图加工时间及学习效果之间存在显著的相关。这说明 ,多媒体互动插图可促进所有被试对插图的加工 ,但只能促进学习能力高者对图文的整合加工 。
students of 13 years old were divided into two groups(high and low learning ability groups)according to their scores of learning ability test.They were required to learn a biological text with two different kinds of multimedia based pictures(static and interactive).The results showed that 1)there was significant interaction effect between learning ability and picture type on the score of multiple choice test.The high learning ability group got significant higher scores in the case of multimedia interactive illustration than in the multimedia static illustration.2)On the score of the picture operation test,there were significant main effects of both variables of learning ability and picture type.But no significant interaction was found between them;3)the number of subjects' trial in performing the operation test seemed to have significant negative correlation with their learning outcome and positive correlation with the learning time they spent on studying pictures.The implication of the results were discussed.
出处
《应用心理学》
CSSCI
2002年第2期39-44,共6页
Chinese Journal of Applied Psychology
基金
国家自然科学基金重点项目 (60 0 330 2 0 )
英国文化委员会"AcademicLinkwithChinaScheme"支持
关键词
多媒体静态插图
多媒体互动插图
学习能力
multimedia static illustration,multimedia interactive illustration,learning ability
