Welcome to the InfoSci Platform
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: © 2022 |Pages: 21
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch012
Cite Chapter Cite Chapter

MLA

Zheng, Robert Z. "Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 341-361. https://doi.org/10.4018/978-1-6684-5682-8.ch012

APA

Zheng, R. Z. (2022). Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 341-361). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch012

Chicago

Zheng, Robert Z. "Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing: A Verbal-Linguistic Intelligence Perspective." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 341-361. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch012

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.