読解における図表を用いた概要作成の効果

抄録

  The author reexamined the textbase and the situation model of reading comprehension. New classification, ―fragmentary, horizontal and vertical ―, was made on the basis of relation between comprehension and readersʼprior knowledge. Concerning the vertical comprehension, effect of making graphically-based summaries on reading and recall was examined. Sixty-two undergraduates were assigned task of making two summaries and recall task. Each of the participants made both textual-based summaries and graphically-based summaries. The results suggested that making graphically-based summaries had strong effect on recall regarding additional information from readersʼknowledge. The findings were discussed as difference of processes between making graphically-based summaries and textualbased summaries while reading.