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Originalarbeit

Lernen mit Texten und Bildern

Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells

Published Online:April 28, 2016https://doi.org/10.1026/0033-3042/a000300

Abstract

Zusammenfassung. Das Lernen mit Texten und Bildern (Multimedia) bildet einen wesentlichen Gegenstandsbereich der empirischen Lehr-Lernforschung. Kognitive Theorien des Lernens mit Multimedia fokussieren vor dem Hintergrund des Dreispeichermodells des Gedächtnisses auf die beim Lernen mit Multimedia ablaufenden Informationsverarbeitungsprozesse, von denen angenommen wird, dass diese zunächst in für Text und Bild spezifischen Gedächtnisrepräsentationen resultieren. Dabei wird das Wechselspiel bei der Verarbeitung von Text und Bild und dessen zentrale Rolle für den Aufbau einer Verständnis-basierten mentalen Repräsentation eher vernachlässigt. Im vorliegenden Beitrag skizzieren wir zunächst Befunde unserer Arbeitsgruppe, die für eine stärkere Abhängigkeit von Text- und Bildverarbeitung beim Aufbau eines mentalen Modells sprechen. Darauf aufbauend werden pädagogisch-psychologische Implikationen dieser Forschung beschrieben und mit weiteren empirischen Befunden untermauert. Abschließend wird eine theoretische Perspektive, die stärker durch Modelle des Textverstehens als durch Gedächtnistheorien geprägt ist, für das Lernen mit Multimedia diskutiert.


Learning From Text and Pictures

Abstract. Learning with text and pictures (multimedia) constitutes one of the core areas of research on learning and instruction. Against the backdrop of the multistore model of memory, cognitive theories of multimedia learning focus on information processes during learning with multimedia, which are assumed to initially result in separate memory representations for text and pictures. The interplay between text and picture processing and its pivotal role for comprehension tends to be neglected. In the present paper we introduce findings from our laboratory that speak in favor of a stronger interdependence of text and picture processing during the construction of a mental model. On the basis of these findings, we describe educational implications of this research and provide empirical evidence for them. Finally, we discuss a theoretical perspective on multimedia learning, which is more strongly influenced by text-comprehension models than by memory theories.

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