Kognitionspsychologische Aspekte eines Kompetenzmodells zur Bild-Text-Integration

The title BiTe describes a research project that examins the development of competences within the domain of integrated picture and text processing in school. This study started with cognitive psychological considerations for mental processes which represent the basis for knowledge acquisition through texts and pictures. According to the model of integrated text and picture comprehension of Schnotz and Bannert (2003) the common processing of verbal and visual information puts special demands on students. In order to cope with these demands students require competencies beyond pure reading comprehension which typically have not been taught at school. Therefore, the aim of the BiTE project is to measure the competence to process text and picture information in an integrated way by developing a theoretical model (Schnotz et al., 2010). According to this model, the integrative processing of texts and pictures is based mainly on structural mapping processes which are linked to each other. Depending on the number of elements involved and their relationships to each other, three hierarchical levels can be differentiated to which specific integration requirements can be assigned. In order to examine the theoretical model’s assumptions, a set of tasks was developed and tested in a pilot study. The structural assumption of the competence of integrating text and picture information was evaluated by comparing different test models. However, the multi-dimensional models could not fit the structure sufficiently due to high correlations between the individual scales.

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