{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-2539"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-2539","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Strategic training in the use of causal diagrams: Facilitation of superior mental models","abstract":"This study focused on the influence of strategic learning on the construction of causal diagrams and their role in text learning. A causal diagram is an instructional adjunct designed to enhance text comprehension by providing a visual representation integrating elements of cause and effect. The Integrated Model of Text and Picture Comprehension (IMTPC) (Schnotz & Bannert, 1999) suggests that diagrams improve learning because they facilitate the construction of mental models via simultaneous comprehension of visual and text elements. However, there is no information on how to achieve this benefit consistently. Scevak, Moore, and Kirby (1993) have demonstrated that this benefit is enhanced by strategic training. The present research examined the effects of strategic training on causal diagrams to improve text learning. It was predicted that individuals who received training would perform better on measures of factual and conceptual learning than those with no training. These results supported the IMTPC model.","abstract_html":"This study focused on the influence of strategic learning on the construction of causal diagrams and their role in text learning. A causal diagram is an instructional adjunct designed to enhance text comprehension by providing a visual representation integrating elements of cause and effect. The Integrated Model of Text and Picture Comprehension (IMTPC) (Schnotz & Bannert, 1999) suggests that diagrams improve learning because they facilitate the construction of mental models via simultaneous comprehension of visual and text elements. However, there is no information on how to achieve this benefit consistently. Scevak, Moore, and Kirby (1993) have demonstrated that this benefit is enhanced by strategic training. The present research examined the effects of strategic training on causal diagrams to improve text learning. It was predicted that individuals who received training would perform better on measures of factual and conceptual learning than those with no training. These results supported the IMTPC model.","abstract_has_math":false,"creators":["Poliquin, Anne Seyer"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Gregory Schraw"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T05:25:40Z","subjects":[],"languages":["English"],"rights":["IN COPYRIGHT. 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Scevak, Moore, and Kirby (1993) have demonstrated that this benefit is enhanced by strategic training. The present research examined the effects of strategic training on causal diagrams to improve text learning. It was predicted that individuals who received training would perform better on measures of factual and conceptual learning than those with no training. These results supported the IMTPC model."],"dc:format":["pdf"],"dc:identifier":["10.25669/admh-w4mn","https://oasis.library.unlv.edu/rtds/1540","https://oasis.library.unlv.edu/context/rtds/article/2539/viewcontent/uc.pdf"],"dc:language":["English"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. 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