TY  - JOUR
A1  - Wannagat, Wienke
A1  - Waizenegger, Gesine
A1  - Niedling, Gerhild
T1  - Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children
JF  - Cognitive Processing
N2  - In an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.
KW  - text comprehension
KW  - multimodal narratives
KW  - coherence
KW  - children
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-235744
SN  - 1612-4782
VL  - 22
ER  - 
TY  - JOUR
A1  - Seger, Benedikt T.
A1  - Wannagat, Wienke
A1  - Nieding, Gerhild
T1  - Children’s surface, textbase, and situation model representations of written and illustrated written narrative text
JF  - Reading and Writing
N2  - According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.
KW  - piicture comprehension
KW  - text comprehension
KW  - narrative text
KW  - children
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-269813
SN  - 1573-0905
VL  - 34
IS  - 6
ER  -