Supporting Coherence Formation in Learning from Multiple Representations

By Tina Seufert. 2003

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/762984a61c412eac23a32287b6a3952cd75b6a6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Tamara van Gog
2. Fred Paas
3. Alexander Renkl
4. John Sweller
5. Slava Kalyuga
6. Kirsten Berthold
7. Timothy J. Nokes-Malach
8. J. V. van Merriënboer

In Education

1. Tamara van Gog
2. Alexander Renkl
3. Fred Paas
4. Slava Kalyuga
5. Kirsten Berthold
6. Martina A. Rau
7. Percival G. Matthews
8. John Sweller

In Experimental and Cognitive Psychology

1. Tamara van Gog
2. Alexander Renkl
3. Fred Paas
4. John Sweller
5. Slava Kalyuga
6. J. V. van Merriënboer
7. Kirsten Berthold
8. Timothy J. Nokes-Malach

Citations in the corpus

• The array representation and primary children’s understanding and reasoning in multiplication (2009, background): “(Seufert 2003, p. 228) Our picture of understanding is still consistent with these findings if we argue that having access to a variety of representations and being able to reason between them contribute to the development of understanding.”
• DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Seufert (2003) provides support for varying the amount of support according to a learner's expertise.”
• A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “Such calls have also suggested (e.g., Chandler, 2004; Hegarty, 2004; Seufert, 2003) that it is essential that such ER-related research considers the cognitive operations and components associated with learning with ERs.”
• Can generating representations enhance learning with dynamic visualizations (2011, background): “By showing coordinated changes in multiple representations simultaneously, dynamic visualizations help students create referential connections between corresponding features of different representations with their knowledge of one representation mapped onto another (Seufert, 2003).”
• The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers. (2013, background): “Seufert (2003) asserted that deep conceptual understanding is only truly realized when students are able to create connections both within and between different representations, as opposed to merely adding multiple modes into their written products with a lack of explanation.”
• The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “Seufert (1999) found that only learners with an intermediate amount of prior knowledge benefited from help with translation between representations.”
• Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning (2009, background): “Findings on the expertise reversal effect (Kalyuga, Ayres, Chandler, & Sweller, 2003; Seufert, 2003; Van Gog, Paas, & Van Merriënboer, 2008) suggest that for high prior knowledge learners, high levels of guidance provided by the conceptmap structure may no longer contribute to learning, or even…”
• The “I's” Have It: A Framework for Serious Educational Game Design (2010, background): “Although both static and dynamic (animated) graphics demand visually attentional resources, animations have increased cognitive demands over static graphics (Lowe, 2003; Seufert, 2003).”
• Interactive whiteboards: boon or bandwagon? A critical review of the literature (2005, background): “Seufert (2003, p. 228 ) presents evidence that the effective use of multiple representations in the construction of coherent knowledge often depends on students' prior knowledge of lesson material.”
• Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “Especially the integration of MERs is highly demanding for learners, as several studies have shown (e.g., Anzai, 1991; Moreno & Durán, 2004; Moreno & Mayer, 1999; Schoenfeld, Smith, & Arcavi, 1993; for an overview see Seufert, 2003).”
• Learning Through Case Comparisons: A Meta-Analytic Review (2013, background): “Another example involved learners comparing two solved radiation analogs in order to explain the critical insight (that in all cases the problem was solved using convergence), identify the parallels between the analogs, and match the five corresponding critical features (Kurtz & D ow nl oa de d by [”
• Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007, background): “Seufert (2003) Directive help for coherence formation vs. no help 1.32 (17) �0.15 (16) 1.47”