Abstract
This work examined how adjunct displays influence college readers' moment- by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate comprehension, although readers may not engage in more effortful online processing. These data suggest that studying a diagram before reading can improve memory for an expository text without necessarily increasing online effort.
Original language | English (US) |
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Pages (from-to) | 69-92 |
Number of pages | 24 |
Journal | Discourse Processes |
Volume | 48 |
Issue number | 2 |
DOIs | |
State | Published - Feb 2011 |
All Science Journal Classification (ASJC) codes
- Communication
- Language and Linguistics
- Linguistics and Language