Learning from Text with Diagrams: Promoting Mental Model Development and Inference Generation.

By Kirsten R. Butcher. 2006

397 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fd4c2c51c23e1e61404c1ac670bf6a20f4394b5a

How researchers see this paper

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

In Artificial Intelligence

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effectiveness of holistic mental model confrontation in driving conceptual change (2012, positive): “This replicates the results by Butcher (2006) that visual scaffolds aid learning in this domain.”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “…studies investigated specific strategies such as generating self-explanations when studying information in visual format (Ainsworth & Loizou, 2003; Butcher, 2006), completing unfinished diagrams (Cromley et al., 2013),mentally animating static diagrams (Hegarty, Kriz, &Cate, 2003),…”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, positive): “…and contrasting cases (Schwartz & Bransford, 1998); integrating two texts (Rouet, Britt, Mason, & Perfetti, 1996), or integrating text and diagrams (Butcher, 2006), or integrating across multimedia resources (Bodemer, Ploetzner, Feuerlein, & Spada, 2004); making plans (Pea & Kurland, 1984);…”
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions. (2011, methodology): “, 1989; Donovan & Bransford, 2005); (b) abstract visual representations promote better problem solving by focusing novice students’ attention on structural rather than superficial problem information and by providing a tool to generalize the common underlying structure of problems that are superfici”
Cognitive activities in complex science text and diagrams (2010, methodology): “Butcher (2006) trained undergraduate psychology students to self-explain while learning in one of three conditions: text-only, text-with-complex-diagram, or text-with-simplified-diagram condition.”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “Self-explaining may facilitate this by supporting inferences that combine information within and across representations in a coherent mental model, and may make implicit links between representations explicit (Butcher, 2006; Roy & Chi, 2005).”
Do illustrations help or harm metacomprehension accuracy (2014, background): “…there is a fairly substantial amount of research that has explored how and when providing visualizations may affect learning from text materials (Butcher, 2006; Hegarty & Kozhevnikov, 1999; Hegarty & Sims, 1994; Mayer, 2005; Tversky, 1995, 2001), much less is known about how the presence of…”
The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning (2015, methodology): “…cognitive scientists 157Justin K. Dimmel and Patricio G. Herbst have taken in the role that diagrams play in geometric thinking and learning (e.g., Butcher, 2006; Christou, Mousoulides, Pittalis, & Pitta-Pantazi, 2004; Clements & Battista, 1992, 2001; Gal & Linchevski, 2010; Koedinger & Anderson,…”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “While it is possible to use a simplified static picture instead of an animation to promote comprehension (Butcher, 2006), valuable information such as timing aspects and dynamics in an animation are lost when reducing complexity.”
Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011, background): “Recent findings support the benefit of combining visual and textual material to foster mental model development (Butcher 2006) and posttest retention (Eilam and Poyas 2008).”
Instruction Based on Self-Explanation (2010, background): “Further, Butcher (2006) found that simple diagrams led to more inference generation in college students studying the circulatory system when compared with students presented with text only or complex diagrams.”