Award Date

1-1-2003

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology

First Committee Member

Gregory Schraw

Number of Pages

113

Abstract

This study focused on the influence of strategic learning on the construction of causal diagrams and their role in text learning. A causal diagram is an instructional adjunct designed to enhance text comprehension by providing a visual representation integrating elements of cause and effect. The Integrated Model of Text and Picture Comprehension (IMTPC) (Schnotz & Bannert, 1999) suggests that diagrams improve learning because they facilitate the construction of mental models via simultaneous comprehension of visual and text elements. However, there is no information on how to achieve this benefit consistently. Scevak, Moore, and Kirby (1993) have demonstrated that this benefit is enhanced by strategic training. The present research examined the effects of strategic training on causal diagrams to improve text learning. It was predicted that individuals who received training would perform better on measures of factual and conceptual learning than those with no training. These results supported the IMTPC model.

Keywords

Causal; Diagrams; Facilitation; Mental; Models; Strategic; Superior; Training

Controlled Subject

Educational psychology; Curriculum planning

File Format

pdf

File Size

3409.92 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to digitalscholarship@unlv.edu and include clear identification of the work, preferably with URL.

Identifier

https://doi.org/10.25669/admh-w4mn


Share

COinS