The effects of interaction with the device described by procedural text on recall, true/false, and task performance.
In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures. While reading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imagined doing the task (read and imagine), looked at the device while reading (read and see), or only read (read only). Van Dijk and Kintsch's (1983) text representation theory led to the prediction that exposure to the task device (in the read-and-do, read-and-see, and read-and-see-experimenter-do conditions) would lead to the development of a stronger situation model and therefore faster task performance, whereas the read-only and read-and-see conditions would lead to a better textbase, and therefore better performance on the true/false and recall tasks. Paivio's (1991) dual coding theory led to the opposite prediction for recall. The results supported the text representation theory with task performance and recall. The read-and-see condition produced consistently good performance on the true/false measure. Amount of text study time contributed to recall performance. These findings support the notion that information available while reading leads to differential development of representations in memory, which, in turn, causes differences in performance on various measures.
Diehl
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VA
Psychology Department, Western Illinois University, Macomb 61455, USA.
Mills
C B
CB
D000328:Adult; D001288:Attention; D003210:Concept Formation; D005260:Female; D006801:Humans; D007092:Imagination; D008297:Male; D011214:Practice, Psychological; D011340:Problem Solving; D011597:Psychomotor Performance; D011932:Reading; D012153:Retention, Psychology