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[]2005-09-10[](1972-),,,,(,100875)[],:,:,,[];;;;;[]B842[]A[]100220209(2005)06200222051,,,,:;,,,:;;;,;;;;,,,,2,picture,graphicsillustrationPicture,;graphics;illustration,illus2tration??,?2.1,,::,,,:,:,,,:,22()20056(192)©1994-2008ChinaAcademicJournalElectronicPublishingHouse.Allrightsreserved.:,,,,2.2,:,,,,,[1],,,Levin(1987),,(presentationfunction);,(organizationfunc2tion);,(interpretationfunction)[2](P51-85)Hunter(1987):();();();();()[3](P116-135),Tang(1994)::;:,;:,[4]2.3,,,::,,:,,,:,,,,;,,3,,,,,3.1Mayer,[5]32©1994-2008ChinaAcademicJournalElectronicPublishingHouse.Allrightsreserved.:??,?,,,,,,,,,(thecognitiveprocesses)(thementalrepresentations):,?,??,Mayer,:,,,(thedualcodingtheory)Paivio,,,(connection),,(propo2sition),,(images),,(referentialconnec2tions),,,,[6],,,,,3.2,Mayer[7],[8],[9],[10]MayerSOI[11],,:,;,;,,Mayer,:::,:,:(low-knowledge)(high-spatial):,[7],4,,4.142()20056(192)©1994-2008ChinaAcademicJournalElectronicPublishingHouse.Allrightsreserved.[12][13],:4.1.1,,,,,Levin,,,[14]4.1.2,,;;;;,,,,;,,,,,,,(pre-organizer),,,,,,,,Bernard:,[15]4.1.3,,,LevieLentz:,,,,,,(visualliteracy),[16]4.1.4,,,,,,4.2,,,:4.2.1:,,,,,,,,,4.2.2:,,,4.2.3:,4.2.4:52©1994-2008ChinaAcademicJournalElectronicPublishingHouse.Allrightsreserved.[][1]1[C]1:,20031[2]Levin,J.Anglin,G.andCarney,R.OnEmpiricallyValidatingFunctionsofPicturesinProse[A].Hough2ton,H.andWillows,D.ThePsychologyofIllustration,volume1:BasicResearch[C].NewYork:SpringerVerlag,1987.[3]Hunter,B.,Crismore,A.&Pearson,P.D.Visualdisplaysinbasalreadersandsocialstudiestextbooks[A].Willows,D.M.&Houghton,H.A.(Eds.).Thepsychologyofillustration,VolII[M].NY:Springer-Verlag,1987.[4]Tang,GloriaM.Textbookillustrations:across-cul2turalstudyanditsimplicationsforteachersoflanguageminoritystudents[J].TheJournalofEducationalIssuesofLanguageMinorityStudents,1994,13:175-194.[5]Mayer,R.E.Commentarycomprehensionofgraphicsintexts:Anoverview[J].LearningandInstruction,1993,3:239-245.[6]Paivio,A.Mentalrepresentation:Adualcodingap2proach[M].Oxford:OxfordUniversityPress,1986.[7]Mayer,R.E.Multimedialearning:Areweaskingtherightquestions[J].EducationalPsychologist,1997,32:1-19.[8]Clark,J.M.&Paivio,A.Dualcodingtheoryandedu2cation[J].EducationalPsychologyReview,1991,3:149-210.[9]Baddeley,A.Workingmemory[J].Science,1992,255:556-559.[10]Chandler,P.&Sweller,J.Cognitiveloadtheoryandtheformatofinstruction[J].CognitionandInstruc2tion,1991,8:293-332.[11]Mayer,R.E.Learningstrategiesformakingsenseoutofexpositorytext:TheSOImodelforguidingthreecognitiveprocessesinknowledgeconstruction[J].EducationalPsychologyReview,1996,8:357-371.[12]Bransford,J.D.Humancognition[M].Belmont.CA:Wadsworth,1979.[13]Peeck,J.Increasingpictureeffectsinlearningfromil2lustratedtext[J].LearningandInstruction,1993,3:227-237.[14]Levin,J.R.Knowledgeacquisitionfromtextandpic2tures[M].Amsterdan:Elsevier,1989.[15]Bernard,R.M.Usingextendedcaptionstoimprovelearningfrominstructionalillustrations[J].BritishJournalofEducationalTechnology,1990,21:215-225.[16]Levie,W.H.&Lentz,R.Effectsoftextillustra2tions:Areviewofresearch[J].EducationalCommuni2cationandTechnologyJournal,1982,10:28-37.()AStudyofIllustrationsinTextbooksfromthePerspectiveofCognitivePsychologySONGZhen-shao(ResearchCenterforElementaryEducationCurriculum,BNU,Beijing100875,China)Abstract:IllustrationsinTextbookshavebeenemphasizedmoreandmorebyeducationalistsfortheirirreplaceablefunc2tionsineducationpractices.Therearethreeessentialfunctionsoftextbookillustrationsfromtheangleofcognitivepsychol2ogy:(1)decoration,(2)interpretationand(3)facilitation.Andfourbasicdimensionsshouldbeobservedinthemaking:(1)therelevancewiththetextinquestion,(2)thefunctionalorientation,(3)thepresentationstyleand(4)theirphysicalfeatures.Keywords:cognitivepsychology;illustration;effectiveness;functionalorientation;presentationstyle62()20056(192)©1994-2008ChinaAcademicJournalElectronicPublishingHouse.Allrightsreserved.