By Alexandra Columbus
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Extra info for Advances in psychology research : Volume 59
14 Berry Claus and Stephanie Kelter Bryant, Tversky, & Franklin, 1992; de Vega, 1994; Franklin & Tversky, 1990; Franklin, Tversky, & Coon, 1992; Hörnig, Claus, & Eyferth, 2000; Maki & Marek, 1997). The experimental approach in these studies was similar to the Morrow paradigm, that is, participants first studied the description of a spatial configuration of objects and then read a narrative, being periodically interrupted by questions concerning object locations or spatial relations. In all these studies, the participants’ task was obviously far from a natural reading task.
Unless otherwise indicated, the analysis by participants was a 2(modality) × 2(subgroup) × 2(spatial distance) mixed analysis of variance (ANOVA), with spatial distance being the only within-subject variable and subgroup (adopted from the above-mentioned Latin square) being nested in 20 Berry Claus and Stephanie Kelter modality. The analysis by items was based on a 2(modality) × 2(subset) × 2(spatial distance) design, with subset (from the above-mentioned Latin square) being the only between variable.
As many authors have pointed out, it is likely that the spatial verification tasks during reading strongly encouraged the participants to construct and update spatial representations while reading the texts (for empirical evidence, see S. G. , 1993). Furthermore, the layout-learning task at the beginning of the experimental session probably directed the participants’ attention to spatial information and motivated them to process spatial information especially carefully during subsequent reading.
Advances in psychology research : Volume 59 by Alexandra Columbus