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Children’s surface, textbase, and situation model representations of written and illustrated written narrative text
Reading and Writing ( IF 2.795 ) Pub Date : 2021-01-17 , DOI: 10.1007/s11145-020-10118-1
Benedikt T. Seger , Wienke Wannagat , Gerhild Nieding

According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.



中文翻译:

书面和插图书面叙述文字的儿童表面,教科书和情境模型表示

根据文本表示的三方模型(van Dijk&Kintsch,1983),读者可以形成文本表面和文本库的表示,并构建一种情境模型。在这项研究中,进行了一项实验,以调查通过在叙事文本中添加插图,这些表达水平是否会受到影响,以及文本和插图的顺序是否会有所不同。7至13岁的学生(N = 146)阅读12篇叙事文本,其中4篇带有相应句子之前的插图,4篇带有相应句子之后的插图,4篇没有任何插图。句子识别任务用于评估文本表面,文本库和情境模型的准确性。对于文本表面和情况模型,插图的存在以及文本和插图的顺序都不会影响准确性。但是,当插图跟随相应的句子时,文本库会受到插图的负面影响。我们建议插图可以在情境模型构建后启动模型检查(Schnotz,2014年),该过程可以对文本表示形式进行实质性更改。

更新日期:2021-01-18
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