期刊
DISCOURSE PROCESSES
卷 48, 期 2, 页码 69-92出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01638531003694561
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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.
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