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Problems in picturing text.

Carnegie Mellon University.

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Problems in picturing text.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Problems in picturing text./
Author:	Benson, Philippa Jane.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3357.
Contained By:	Dissertation Abstracts International55-11A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9509057

Problems in picturing text.
Benson, Philippa Jane.

Problems in picturing text. - 109 p.

Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3357.

Thesis (Ph.D.)--Carnegie Mellon University, 1994.

In this study, fifteen experts from three disciplines (five designers, five editors, and five biologists) worked on diagnosing and solving problems in three text/illustration (T/I) combinations. Fourteen first year college biology students also interpreted the combinations. Participants gave think-aloud protocols while working with the combinations, which were all from science texts and included poorly written text, confusing illustrations, and mismatched information between text and illustrations. The study was designed to explore the problem-solving strategies of experts as they revised visual and verbal information and to compare their interpretations to those of student readers. The study's purpose was to characterize the problem-solving strategies of experts and to shed light on the sources of problems in T/I combinations, which are both widespread and have a potentially significant negative impact on the educational effectiveness of textbooks.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Problems in picturing text.
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005 20100823
008 100823s1994 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9509057
035 $a AAI9509057
040 $a UMI $c UMI
100 1 $a Benson, Philippa Jane. $3 799620
245 1 0 $a Problems in picturing text.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3357.
502 $a Thesis (Ph.D.)--Carnegie Mellon University, 1994.
520 $a In this study, fifteen experts from three disciplines (five designers, five editors, and five biologists) worked on diagnosing and solving problems in three text/illustration (T/I) combinations. Fourteen first year college biology students also interpreted the combinations. Participants gave think-aloud protocols while working with the combinations, which were all from science texts and included poorly written text, confusing illustrations, and mismatched information between text and illustrations. The study was designed to explore the problem-solving strategies of experts as they revised visual and verbal information and to compare their interpretations to those of student readers. The study's purpose was to characterize the problem-solving strategies of experts and to shed light on the sources of problems in T/I combinations, which are both widespread and have a potentially significant negative impact on the educational effectiveness of textbooks.
520 $a The results of the study indicate that, despite differences, the experts from the different disciplines worked in some similar ways. All the experts gave others revising the T/I combinations as much attention as they gave to students and were also primarily concerned with students' lack of prior knowledge and motivation. None of the experts in this study were able to predict the misinterpretations that students had of the T/I combinations. In addition, many of the experts did not detect many of the problems in the combinations.
520 $a These results indicate that one of the sources of the problems in T/I combinations may be due to the lack of consensus among expert authors as well as to a lack of direct feedback from readers. Problems may slip through the cracks for two reasons. First, consensus about problems in T/I combinations may be difficult to achieve because collaborating experts rarely have the opportunity to meet face-to-face. Second, isolated expert authors may be positioned to advocate their own problem-solving frameworks rather than synthesize their perspectives with those of others. The results of the study suggest that practical changes in publishing practices may be useful. In addition, the results have implications for evolving notions of audience and for the concept of "visual" literacy.
590 $a School code: 0041.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sciences. $3 1017897
650 4 $a Language, General. $3 1018089
690 $a 0525
690 $a 0679
690 $a 0714
710 2 $a Carnegie Mellon University. $3 1018096
773 0 $t Dissertation Abstracts International $g 55-11A.
790 $a 0041
791 $a Ph.D.
792 $a 1994
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9509057