ABSTRACT In our current culture, children are exposed to a huge amount of audiovisual media, of which many formats include animated pictures, such as in videos, for instance. The current study addresses the use of audiovisual media in order to increase the effectiveness of learning and teaching. We examined how auditory text, audiovisual text with static pictures, and audiovisual text with dynamic pictures affect children’s text comprehension. For this purpose, we followed an approach that takes three levels of representation into account: the surface, the textbase, and the situation model. A sample of 108 children aged seven, nine, and eleven years listened to 12 narrative texts that were presented either without pictures, or with pictures that were either static or animated. We used a sentence recognition task to assess memory of all three levels of representation. Our results show that when audiovisual rather than auditory text was presented, surface and situation model representations but not textbase representations were higher. There was no difference between static and dynamic pictures for any level of representation.

中文翻译：

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静态和动画图片如何有助于七、九和十一岁儿童听觉文本的多层次心理表征

摘要 在我们当前的文化中，儿童接触到大量的视听媒体，其中许多格式包括动画图片，例如视频。目前的研究涉及视听媒体的使用，以提高学习和教学的有效性。我们研究了听觉文本、带有静态图片的视听文本和带有动态图片的视听文本如何影响儿童的文本理解。为此，我们采用了一种方法，该方法考虑了三个级别的表示：表面、文本库和情境模型。一个由 108 名 7、9 和 11 岁儿童组成的样本收听了 12 篇叙事文本，这些文本要么没有图片，要么有静态或动画图片。我们使用句子识别任务来评估所有三个级别的表示的记忆。我们的结果表明，当呈现视听文本而不是听觉文本时，表面和情境模型表示更高，而不是文本库表示更高。对于任何级别的表示，静态和动态图片之间没有区别。