Interaction Of Media Cognition And Learning
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Interaction of Media, Cognition, and Learning
Abstract: A reference text on cognition criteria and effects of communication media on the learning process advances an empirically-based theory relating basic symbolic modes of presentation to common thought processes and to learning. A number of propositions are offered concerning the particular kinds of mental processes required by and the specific mental skills enhanced by different symbol systems. A series of controlled experiments and field and cross-cultural studies to test these propositions are descibed and discussed, illustrating the kinds of learning and mental skill development that take place under various circumstances with different learner types. A general scheme of reciprocal interactions is advanced, between media symbol systems and the cognition, and mental activities of learners. The implications of these interactions for the design and use of instructional materials are explored. (wz).
Interaction of Media, Cognition, and Learning
The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.
Interaction of Media, Cognition, and Learning
First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.