| Abstract: | Discusses the failure of research on media to deal with media's most essential characteristic—their symbol systems. The general nature of symbol systems is described, followed by a theoretical consideration of how symbol systems relate to cognition and learning. Empirical research is cited to show that media's symbol systems vary as to content, the kinds of knowledge availed, the amount of mental elaboration required, and the mental skills called upon. In addition, studies are described to show that symbolic elements used by media can facilitate the cultivation of mental skills in interaction with individual differences and depth of processing. Two mechanisms are mentioned: overt supplantation, or modeling of a transformation, and activation of skills. It is argued that these and other mechanisms, such as short-circuiting, serve different learners for different ends. (71 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
