Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (4): 525-538.doi: 10.16187/j.cnki.issn1001-4918.2021.04.09

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Picture-text Horizontal Layout Enhances Recognition of Unfamiliar Words: Evidence from 8-year-old Children and Adults

YUAN Juanjuan1,2, YANG Yang2,3, ZHENG Zhiwei1,2, LIU Pingping1,2   

  1. 1. CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101;
    2. Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049;
    3. CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101
  • Published:2021-07-26

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Abstract: Although pictures and texts are widely used as written material in education, they are often arranged with high cognitive load regardless of their characteristics and readers' cognitive development. Generally, the familiar and feasible picture-text layout could be processed effectively, but the underlying cognitive mechanism is still unclear. In terms of the Cognitive Load Theory, this study explored how picture-text layout (horizontal/vertical) and familiarity (high/low) interactively affect children's and adults' word recognition using the old-new recognition task.
There were three major findings. First, there was a significant interaction between extraneous cognitive load (layout) and intrinsic cognitive load (familiarity) for word recognition. Both children and adults recognized the low-familiarity words more accurately at the horizontal layout, but the processing of high-familiarity words was not influenced by layout. Second, the effects of familiarity on word recognition were different for children and adults, respectively. High-familiarity words were recognized more accurately for children, while low-familiarity words were recognized more accurately for adults. Third, the vocabulary size was negatively related to processing speed for children, and the cognitive ability (i.e., attention and working memory) and vocabulary size were positively related to recognition accuracy for adults. Taken together, horizontal layout could enhance information processing by decreasing the extraneous cognitive load of unfamiliar words, while the picture-text layout could not influence the processing of high-familiarity words. These results verify the Cognitive Load Theory and provide clear suggestions for textbooks' picture-text arrangement and word recogniton for children.

Key words: picture-text layout, familiarity, cognitive load, word recognition, children

CLC Number: 

  • G442
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