| Vocabulary acquisition is the foundation for individuals to engage in reading,learning,and social behavior,and is crucial for individuals.However,the individual’s cognitive resources are very limited,so learning more information from limited resources is very important for the individual.Although cognitive resources are limited,individuals can achieve more efficient learning by reducing their own cognitive load to free up more cognitive resources for other information processing.In order to improve the efficiency of information processing and save cognitive resources,more scientific learning materials need to be designed so that individuals can reduce the cognitive load from learning materials as much as possible when learning vocabulary,In order to improve the efficiency of information processing and improve one’s own vocabulary acquisition performance.Therefore,how to design learning materials reasonably to reduce the cognitive resources required for individuals to read learning materials is the problem that this study aims to explore.In current learning materials,the main content can be divided into text and images.However,further exploration is needed on how the two can be presented in specific ways to improve the processing efficiency of individuals in learning materials.Therefore,this study starts from the arrangement position of images and text,as well as the order in which images and text are presented,to explore how to combine the two,Using individual vocabulary acquisition scores based on vocabulary frequency to test the effectiveness of different combinations of images and text in terms of placement,presentation order,and other aspects on individual vocabulary acquisition.This study uses vocabulary recognition and free recall paradigms to explore the frequency of vocabulary in learning materials that contain both images and text,the position of images and text in the carrier,and the order in which images and text are presented,as well as their impact on individual vocabulary acquisition.Experiment 1adopts 2(vocabulary frequency: high frequency,low frequency)× 2(Image text arrangement position: left text right,right text left)Two factor intra subject experimental design,exploring the impact of different frequency of vocabulary and image and text arrangement position on individual vocabulary acquisition;Experiment 2 adopts 2(vocabulary frequency: high frequency,low frequency)based on Experiment 1 × Three(order of image and text presentation: image before text,text after image,and simultaneous image and text presentation)two factor intra subject experimental design to explore the impact of vocabulary with different frequencies and order of image and text presentation on individual vocabulary acquisition.The results showed that in learning materials containing both images and text,when the images and text were arranged to the left and the text to the right,individuals had better learning effects on high-frequency words than on lowfrequency words;In learning materials that contain both images and text,the order in which images and text are presented is to present images first,followed by text.When presenting text,the participants’ learning effect on high-frequency words is better than that on low-frequency words;The performance of individual vocabulary acquisition varies depending on the way they react.In this study,the participants’ recognition accuracy in vocabulary acquisition was better than their free recall accuracy.Therefore,the conclusions of this study are as follows:(1)There was a word frequency effect and an image dominance effect when the participants learned learning materials containing images and text.(2)When designing learning materials,the arrangement position of images and text is left,text and right,which can reduce the cognitive load of individuals and improve their learning efficiency.(3)If the learning material involves turning pages,the image can be placed on the previous page of the text. |
