L'intégration d'informations verbales et iconiques dans la compréhension de notions scientifiques : prendre en compte les contraintes cognitives des apprenants

Abstract : Multimedia systems require that learners process multimodal information : visual information (verbal statements, illustrations, pictures, diagrams) and
auditory information (verbal and non verbal). In a cognitive approach, the integra-tion of these information involves complex processes constrained by the properties of learner's cognitive system and especially by the limited capacity of working
memory. Our investigations deal with the comprehension of basis notions of physics
(static's electricity, gaz pressure etc.). Using multimodal information is particularly relevant for these notions. Two experiments are reported, investigating the role of working memory in the integration of verbal and iconic information. Using the
Baddeley (1986) model, we investigated the role of the articulatory loop and visuospatial sketchpad by means of a concurrent task paradigm carried out during reading. Results showed that the integration of verbal and iconic information involves the visuo-spatial sketchpad specifically. In addition, learners with a high visuo-spatial memory and learners with a low memory differ in the integration they perform.
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Conference papers
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Submitted on : Thursday, July 1, 2004 - 4:07:53 PM
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Valérie Gyselinck, Marie-France Ehrlich, Cesare Cornoldi, Rossana De Beni, Véronique Dubois. L'intégration d'informations verbales et iconiques dans la compréhension de notions scientifiques : prendre en compte les contraintes cognitives des apprenants. Quatrième colloque "Hypermédias et Apprentissages", Oct 1998, Poitiers, France. pp.187-197. ⟨edutice-00000501⟩

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