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Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration.

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Title: Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration.
Authors: Arndt, Jana, Schüler, Anne, Scheiter, Katharina
Source: Journal of Experimental Education. 2019, Vol. 87 Issue 1, p116-127. 12p. 1 Diagram, 2 Charts, 2 Graphs.
Subjects: Sequential approach (Teaching method), Simultaneous interpreting, Multimedia (Art), Mental representation, Contiguity spaces
Abstract: This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration.
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  Data: <searchLink fieldCode="AR" term="%22Arndt%2C+Jana%22">Arndt, Jana</searchLink><br /><searchLink fieldCode="AR" term="%22Schüler%2C+Anne%22">Schüler, Anne</searchLink><br /><searchLink fieldCode="AR" term="%22Scheiter%2C+Katharina%22">Scheiter, Katharina</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2019, Vol. 87 Issue 1, p116-127. 12p. 1 Diagram, 2 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Sequential+approach+%28Teaching+method%29%22">Sequential approach (Teaching method)</searchLink><br /><searchLink fieldCode="DE" term="%22Simultaneous+interpreting%22">Simultaneous interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+%28Art%29%22">Multimedia (Art)</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+representation%22">Mental representation</searchLink><br /><searchLink fieldCode="DE" term="%22Contiguity+spaces%22">Contiguity spaces</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=136202686
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        Value: 10.1080/00220973.2017.1363690
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      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 116
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      – SubjectFull: Sequential approach (Teaching method)
        Type: general
      – SubjectFull: Simultaneous interpreting
        Type: general
      – SubjectFull: Multimedia (Art)
        Type: general
      – SubjectFull: Mental representation
        Type: general
      – SubjectFull: Contiguity spaces
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      – TitleFull: Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration.
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              Text: 2019
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