{"title":"Benefits from sketching for improving comprehension monitoring from illustrated texts.","authors":"Jennifer Wiley, Tim George, Thomas D Griffin","doi":"10.3758/s13423-025-02730-5","DOIUrl":null,"url":null,"abstract":"<p><p>Although frequently used with instructional expository text, it has been suggested that illustrations can lead to illusions of understanding (beliefs that we understand better than we actually do). In this study using geoscience texts, relative metacomprehension accuracy (the ability to monitor one's own understanding across a set of topics) was found to be particularly poor when only some topics were illustrated. However, when readers were prompted to generate sketches while reading, relative accuracy was improved, and was more similar across illustration conditions. Consistent with the situation-model approach to metacognition, sketching activities may help readers to generate valid and diagnostic cues on which to base their judgments of understanding and avoid reliance on heuristic cues or superficial processing.</p>","PeriodicalId":20763,"journal":{"name":"Psychonomic Bulletin & Review","volume":" ","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychonomic Bulletin & Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3758/s13423-025-02730-5","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Although frequently used with instructional expository text, it has been suggested that illustrations can lead to illusions of understanding (beliefs that we understand better than we actually do). In this study using geoscience texts, relative metacomprehension accuracy (the ability to monitor one's own understanding across a set of topics) was found to be particularly poor when only some topics were illustrated. However, when readers were prompted to generate sketches while reading, relative accuracy was improved, and was more similar across illustration conditions. Consistent with the situation-model approach to metacognition, sketching activities may help readers to generate valid and diagnostic cues on which to base their judgments of understanding and avoid reliance on heuristic cues or superficial processing.
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The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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