How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge-Reference-Cited by-同舟云学术

How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

Published:2021-01-05 Issue:3 Volume:35 Page:632-645
ISSN:0888-4080
Container-title:Applied Cognitive Psychology
language:en
Short-container-title:Appl Cognit Psychol

Author:

Richter Juliane¹^ORCID,Wehrle Amelie²,Scheiter Katharina¹²

Affiliation:

1. Multiple Representations Lab Leibniz‐Institut für Wissensmedien Tübingen Germany

2. Department of Psychology University of Tübingen Tübingen Germany

Publisher

Wiley

Subject

Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3786

Reference60 articles.

1. Contrast tests of interaction hypothesis.

2. Towards a systematic understanding of graphical cues in communication through statistical graphs

3. Multimodal Comprehension of Language and Graphics: Graphs with and without annotations

4. A meta-analysis of signaling principle in multimedia learning environments

5. Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

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