Processing Information in Graphical Form.
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| Title: | Processing Information in Graphical Form. |
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| Language: | English |
| Authors: | Curcio, Frances R., Smith-Burke, M. Trika |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 1982 |
| Sponsoring Agency: | Department of Education, Washington, DC. |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Basic Skills, Cognitive Processes, Educational Research, Elementary Education, Grade 4, Grade 7, Graphs, Mathematical Applications, Mathematics Education |
| Abstract: | The purpose of this exploratory, descriptive study was to examine how children process different tasks of comprehension presented in graphical form. During the Spring 1981, 8 fourth graders and 9 seventh graders were interviewed. The children were presented with graphs accompanied by six questions reflecting three levels of comprehension: "reading the data,""reading between the data," and "reading beyond the data." The children approached the tasks of comprehension by employing text-/schema-based processing strategies, text-based processing strategies, and schema-based processing strategies. These three types of strategies led to both correct and incorrect responses. Most students were aware of the need for, and also used, a text-based strategy for "reading the data" directly from the graph. Most seventh-grade and higher achieving fourth-grade students demonstrated the text/schema integration strategy successfully on problems. Seventh graders seemed to know when to rely on schema-based strategies, even when not required by the example, whereas fourth graders failed to note, process, and/or adjust for inconsistent information on a bar graph designed with numbers decreasing from bottom to top on the vertical axis. (Author/MP) |
| Entry Date: | 1982 |
| Accession Number: | ED215874 |
| Database: | ERIC |
| Abstract: | The purpose of this exploratory, descriptive study was to examine how children process different tasks of comprehension presented in graphical form. During the Spring 1981, 8 fourth graders and 9 seventh graders were interviewed. The children were presented with graphs accompanied by six questions reflecting three levels of comprehension: "reading the data,""reading between the data," and "reading beyond the data." The children approached the tasks of comprehension by employing text-/schema-based processing strategies, text-based processing strategies, and schema-based processing strategies. These three types of strategies led to both correct and incorrect responses. Most students were aware of the need for, and also used, a text-based strategy for "reading the data" directly from the graph. Most seventh-grade and higher achieving fourth-grade students demonstrated the text/schema integration strategy successfully on problems. Seventh graders seemed to know when to rely on schema-based strategies, even when not required by the example, whereas fourth graders failed to note, process, and/or adjust for inconsistent information on a bar graph designed with numbers decreasing from bottom to top on the vertical axis. (Author/MP) |
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