Mental imagery, learning styles, and text comprehension : studies in educational and cognitive psychology

摘要: The present dissertation offers a theoretical integration of the orientation to studying tradition (e.g. Entwistle, 1988, Ramsden, 1988) and theories reading cognition (Kintsch, 1994, Sadoski & Paivio, 2001) describes two studies based on this integrative conceptualization determinants text understanding. One study 78 Hungarian elementary/middle school students explored choice learning approach, reported mental images while reading, perceived connections between understanding picturing texts examined relationships surface ASI (Approaches Studying Inventory, Entwistle Kozeki, 1985). Students using different approaches in situations consciously choosing get better grades avoid punishment, even though they knew its disadvantages. No relationship was found use scores ASI. Reports forming varied across texts. idea concreteness supported. An experiment effects (high, medium, low) imagery evokingness or concreteness, styles (ASI), comprehension, as measured by SOLO (Structure Observed Learning Outcome, Biggs Collis, 1982) group 273 6th graders. It weak support for hypothesis that style affect discussion suggests not only but also other student factors, such context structure prior knowledge, determine Grades explained more difference than did approach. Creating with levels be much complicated earlier research suggests. raises serious question about validity reliability measure styles.