Abstract
Although diagrams are considered effective tools for communication, students have been reported as lacking sufficient spontaneity in using diagrams when explaining what they have learned. This study examined the possible mechanism that relates text to diagram production in the process of providing written explanations. It puts forward the hypothesis that the production of text and diagrammatic representations shares the same cognitive processing resources, the allocation of which is influenced by individual factors like language ability and task-related factors like imageability of what needs to be explained. This hypothesis was tested on Japanese university students who were administered a passage (two versions varying in imageability) to read and subsequently explain in English or Japanese. A significant correlation was found between diagram use and English language competence (measured by TOEIC scores) - but only among students asked to explain the passage with lower imageability, and in English, providing support for the hypothesis.
| Original language | English |
|---|---|
| Pages (from-to) | 35-50 |
| Number of pages | 16 |
| Journal | Unknown Journal |
| Volume | 7352 LNAI |
| DOIs | |
| Publication status | Published - 2012 |
Fingerprint
Keywords
- cognitive processing resources
- communication
- explanation
- spontaneous diagram use
- text and diagrammatic representations
ASJC Scopus subject areas
- Computer Science(all)
- Theoretical Computer Science
Cite this
Elucidating the mechanism of spontaneous diagram use in explanations : How cognitive processing of text and diagrammatic representations are influenced by individual and task-related factors. / Manalo, Emmanuel; Uesaka, Yuri.
In: Unknown Journal, Vol. 7352 LNAI, 2012, p. 35-50.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Elucidating the mechanism of spontaneous diagram use in explanations
T2 - How cognitive processing of text and diagrammatic representations are influenced by individual and task-related factors
AU - Manalo, Emmanuel
AU - Uesaka, Yuri
PY - 2012
Y1 - 2012
N2 - Although diagrams are considered effective tools for communication, students have been reported as lacking sufficient spontaneity in using diagrams when explaining what they have learned. This study examined the possible mechanism that relates text to diagram production in the process of providing written explanations. It puts forward the hypothesis that the production of text and diagrammatic representations shares the same cognitive processing resources, the allocation of which is influenced by individual factors like language ability and task-related factors like imageability of what needs to be explained. This hypothesis was tested on Japanese university students who were administered a passage (two versions varying in imageability) to read and subsequently explain in English or Japanese. A significant correlation was found between diagram use and English language competence (measured by TOEIC scores) - but only among students asked to explain the passage with lower imageability, and in English, providing support for the hypothesis.
AB - Although diagrams are considered effective tools for communication, students have been reported as lacking sufficient spontaneity in using diagrams when explaining what they have learned. This study examined the possible mechanism that relates text to diagram production in the process of providing written explanations. It puts forward the hypothesis that the production of text and diagrammatic representations shares the same cognitive processing resources, the allocation of which is influenced by individual factors like language ability and task-related factors like imageability of what needs to be explained. This hypothesis was tested on Japanese university students who were administered a passage (two versions varying in imageability) to read and subsequently explain in English or Japanese. A significant correlation was found between diagram use and English language competence (measured by TOEIC scores) - but only among students asked to explain the passage with lower imageability, and in English, providing support for the hypothesis.
KW - cognitive processing resources
KW - communication
KW - explanation
KW - spontaneous diagram use
KW - text and diagrammatic representations
UR - http://www.scopus.com/inward/record.url?scp=84863633034&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84863633034&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-31223-6_9
DO - 10.1007/978-3-642-31223-6_9
M3 - Article
VL - 7352 LNAI
SP - 35
EP - 50
JO - Nuclear Physics A
JF - Nuclear Physics A
SN - 0375-9474
ER -