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Multi-level mental representations of written, auditory, and audiovisual text in children and adults

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Abstract

We examined whether the comprehension of narrative texts differed between auditory, audiovisual, and written text presentations in a sample of 8- and 10-year-olds and adults. Based on multi-level theories of text comprehension that assume text comprehension to involve at least three levels of mental representation, we applied a sentence recognition task that enabled the separate assessment of the memory of the text surface, text base, and the situation model. Results indicate that 8-year-olds benefit from audiovisual and auditory text presentations in comparison with written text presentations in terms of their memory of situation model information. For 10-year-olds and adults, their text comprehension did not differ between audiovisual, auditory, and written text presentations. Additionally, the mode of text presentation had no effect on the memory of text surface and text base information.

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Acknowledgements

This research was funded by a grant of the Deutsche Forschungsgemeinschaft (DFG) awarded to Gerhild Nieding (Ni496/9-1). We wish to thank the participating children, parents, and teachers for their participation and cooperation. We also thank our research assistants and master students for their help with the data collection. Frank Maier supervised the recording of the stories, and Pauline Feichtinger drew the pictures. Thank you!

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  1. Department of Psychology (Developmental Psychology), University of Würzburg, Röntgenring 10, 97070, Würzburg, Germany

    Wienke Wannagat, Gesine Waizenegger & Gerhild Nieding

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  1. Wienke Wannagat
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  2. Gesine Waizenegger
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  3. Gerhild Nieding
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Correspondence to Wienke Wannagat.

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Handling editor: Ekaterina Shutova (University of Cambridge); Reviewers: Rolf Zwaan (Erasmus Universiteit Rotterdam), Jan Engelen (Tilburg University).

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Wannagat, W., Waizenegger, G. & Nieding, G. Multi-level mental representations of written, auditory, and audiovisual text in children and adults. Cogn Process 18, 491–504 (2017). https://doi.org/10.1007/s10339-017-0820-y

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