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Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective

Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective

Robert Z. Zheng
Copyright: © 2020 |Pages: 22
ISBN13: 9781799802495|ISBN10: 1799802493|ISBN13 Softcover: 9781799802501|EISBN13: 9781799802518
DOI: 10.4018/978-1-7998-0249-5.ch009
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MLA

Zheng, Robert Z. "Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective." Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, edited by Robert Z. Zheng, IGI Global, 2020, pp. 162-183. https://doi.org/10.4018/978-1-7998-0249-5.ch009

APA

Zheng, R. Z. (2020). Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective. In R. Zheng (Ed.), Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities (pp. 162-183). IGI Global. https://doi.org/10.4018/978-1-7998-0249-5.ch009

Chicago

Zheng, Robert Z. "Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, edited by Robert Z. Zheng, 162-183. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0249-5.ch009

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Abstract

The traditional view of linguistic-verbal intelligences focuses on individual linguistic abilities at the levels of phonology, syntax, and semantics. This chapter discusses the individual linguistic abilities from a text-comprehension perspective. The chapter examines the roles of multimedia and cognitive prompts in deep and surface verbal processing. Drawn from research in working memory, multimedia learning, and deep processing, a theoretical framework is proposed to promote learners' deep and surface learning in reading. Evidence from empirical studies are reviewed to support the underlying theoretical assumptions of the framework. The theoretical and practical significance of the theoretical framework is discussed with suggestions for future research.

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