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1.
Half of a sample of ten-year-old school children (N=69) were given conceptual postquestions after every paragraph of text, while the other half were not given any postquestions. Additionally, these children either generated their own underlining of one sentence per paragraph, received text with topic sentences underlined for them, or were given text without underlining of any kind. The results indicated that the readers preponderantly chose for underlining subordinate, passage details rather than superordinate, conceptual material, even when given conceptual postquestions focusing on the topic sentences of the passage. Recall of passage details was most depressed when children were provided with both underlining and conceptual postquestions. These results suggested a comprehension rather than a metacomprehension deficit, whereby underlining and adjunct questions may hinder rather than help recall performance in young readers. 相似文献
2.
Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided:
either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR),
prequestions plus an unreviewed map (PM), or prequestions with a reviewed map (PMR). During reading, subjects accessed the
map as desired by depressing the mouse button, at which time the computer recorded how often they viewed the display and for
how long. Analyses of scores on a 20-item constructed-response test on the story showed significantly higher recall by PO
and PM groups compared to subjects receiving only a map. The MR group accessed the map significantly more often than did the
PM group, while subjects given a reviewed map (MR and PMR groups) rated it significantly more useful for learning the story
than did those who received both prequestions and a map that was not reviewed. All three groups receiving prequestions rated
the text itself more useful than did the map-only group. These findings provide partial evidence that graphic and verbally
based instructional tactics can, in certain circumstances, “collide” with one another when used concurrently. Because both
adjunct displays and adjunct questions rely on mental rehearsal during initial processing, they potentially compete for the
limited resources of working memory leading to, in some cases, attenuation of their benefits during learning. 相似文献
3.
The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents 总被引：1，自引：0，他引：1
Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press. 相似文献
4.
《The Journal of educational research》2012,105(6):405-410
AbstractFour types of prestatements and prequestions and no adjunct aid were compared as techniques for enhancing comprehension of cause-effect passages. During six weekly practice sessions, each of 200 randomly assigned sixth grade subjects read one passage accompanied by the designated type of aid, answered comprehension questions, and checked the answers. During the first testing session, each student read two systematically assigned passages of five used. The next day each student answered 10 literal and four main idea questions for each passage read. The good readers given no adjunct aid performed significantly better on the main idea questions than the good readers given application prequestions and those given why prequestions. Good readers in the sixth grade may be motivated by post questions alone. 相似文献
5.
Processing strategies or text adjuncts that are mnemonically effective with some types of text produce no benefits with other text types. A framework for understanding these seemingly inconsistent mnemonic effects across different types of text is presented. The framework suggests that two types of conceptual elaboration are important for free recall: individual-item processing and relational processing. The mnemonic effectiveness of text adjuncts or other manipulations to increase elaboration of a text will depend on: (1) the type of conceptual elaboration induced by the particular text adjunct or study strategy; (2) the type of elaboration invited by the text itself; and (3) the overlap between the processing induced by the text adjunct or study strategy and the processing invited by the text itself. Significant enhancement in recall is anticipated only to the extent that the text adjunct or study strategy encourages processing that is complementary to the processing invited by the material itself. The viability of this framework is demonstrated in a review of the pertinent literature on the mnemonic effects of encoding difficulty. Then, research stimulated by the framework that uses educationally relevant study and text adjuncts (embedded questions, outlining, adjunct pictures) is reviewed. Predictions generated by the framework are consistently upheld. 相似文献
6.
Philip H. Winne 《Instructional Science》1983,12(3):243-266
Hypotheses about how readers learn from text augmented by objectives or by adjunct postquestions were operationalized by training students to use specific processes while reading. Achievement on a one-passage and on a four-passage curriculum was analyzed using regression analyses to identify treatment effects and aptitude-treatment interactions. Training students to use theoretically appropriate processes associated with objectives or adjunct postquestions generally reduced aptitude-treatment interaction effects, but it did not yield the expected increments in learning compared to placebo groups. Discussion centers on a pointer effect prompted by objectives and postquestions that relates to aptitude. The methodological difficulties and theoretical advantages of operationalizing students' cognitive responses to instructional stimuli by training are also described. 相似文献
7.
《The Journal of educational research》2012,105(3):147-151
AbstractCollege students (N=51) read a 600-word passage. Advance organizers (Ausubel) were either interspersed in the text contiguous with related paragraphs (part method) or were presented en masse before the entire passage (whole method). Additionally, a reading-only control group was employed. The whole and part method of presenting advance organizers yielded equivalent recall of passage information and neither experimental group exceeded the control group in this regard. However, both advance organizer groups produced significantly (p>.01) more recall than the control group of the organizers themselves. These results are similar to those commonly found with another type of reading aid, adjunct questions. 相似文献
8.
Kristin Ritchey Jonathan Schuster Jaryn Allen 《Contemporary educational psychology》2008,33(4):859-874
Two questions regarding signals’ influence on memory were examined. First, the relationship between headings and text was manipulated to determine whether headings serve as visual cues, directing readers to recall all subsequent information, or content-specific cues, directing readers to recall only to certain information. Second, distance between headings and signaled information was manipulated to determine the extent to which headings focus readers’ recall. College students read a multiple-topic expository text. Free recall for main topics was facilitated by being related to headings and being close to headings and inhibited by being unrelated to headings and distant from headings. Conditional recall (recall of subordinate information pertaining to a main topic) was not affected by either relatedness of heading or distance. Results are consistent with research showing signals’ mixed influence on recall and suggest relation and distance as factors to consider when writing and reading exposition. 相似文献
9.
The effect of text structure on the reading process and recall performance was examined. Adult readers’ eye movements were monitored when they read coherently and incoherently structured texts (N=19). Incoherence was brought about by changing the sentence order in the middle paragraphs of the two stimulus texts. Each subject read and learned one text in a coherent and the other in an incoherent form in two experimental sessions. Immediate free recall followed the reading. The eye movement data showed that during the first pass reading, i.e. initial reading of a sentence until the end of the sentence is reached, structurally incoherent text segments attracted the largest number of regressive fixations, and, hence, were given more visual attention than coherent text segments (indicated by the total duration of fixations). On the other hand, more rereadings, i.e. all fixations made after the first pass reading but before moving away from the given sentence, were devoted to text segments resolving the incoherence. Textual incoherence was further found to lead to inferior recall. However, no clear-cut correspondence between eye movement behavior and quantitative recall performance was found. 相似文献
10.
Deane K. Dayton Richard A. Schwier 《Educational technology research and development : ETR & D》1979,27(2):103-113
Nearly 400 junior high school and college students participated in 3 experiments that explored the effects of postquestion treatments on learning from slide/tape presentations. It appears that inserted postquestions can increase the learning of question-relevant information without impairing learning efficiency. The effects of grouped postquestions are unclear, but apparently such questions can impair learning efficiency. The learning of information not directly related to the postquestions was not enhanced by inserted or grouped postquestions and the efficiency of that learning was significantly reduced. No evidence of interac tions with individual differences was found. 相似文献
11.
Floris M. van Blankenstein Diana H. J. M. Dolmans Cees P. M. van der Vleuten Henk G. Schmidt 《Instructional Science》2011,39(2):189-204
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during
small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small
group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling
the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without
contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently
studied. After the discussion, all participants studied a text and answered questions that tested their recall of information
from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining
remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively
affects long-term memory. 相似文献
12.
Jongpil Cheon Steven Crooks Sungwon Chung 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):56-64
This study investigated the segmenting and modality principles in instructional animation. Two segmentation conditions (active pause vs. passive pause) were presented in combination with two modality conditions (written text vs. spoken text). The results showed that the significant effect was found in relation to segmentation conditions, whereas the modality effect was not found. The groups with embedded questions (ie, active pause) between segments outperformed pause‐only groups (ie, passive pause) on both recall and transfer tests regardless of the mode of text. The findings of the study imply that a stimulus (eg, testing occasion) would be more effective than only pauses between segments. 相似文献
13.
Orpha K. Duell 《Contemporary educational psychology》1984,9(2):162-170
The number of facts college students correctly recalled was not affected by whether they were provided goals which did or did not encourage them to reorganize the passage material they studied. This held both for learners asked to recall all facts they could and those asked to recall only a portion of the goal-targeted facts. Learners whose recall exhibited reorganization of passage material did not differ in number of correctly recalled facts from those who failed to reorganize the passage material. Learners were more apt to reorganize the text materials when asked to recall only a portion of the goal-targeted facts than when asked to recall all facts they could. Self-report data suggest learners primarily use goals to rehearse the targeted material only after they carefully read a study passage. 相似文献
14.
Inserted questions as aids to reading text 总被引：1，自引：3，他引：1
There has been a major shift in the psychology of language from a behavioristic to a cognitive view of learning. One important reason for this shift in thinking was that behavioristic theory simply could not account for language behavior as portrayed in Chomsky's theory of language. Within educational psychology, instructional research has assumed a more cognitive posture as well, particularly research involving the stimulation of prose processing through interspersing questions in text. Originally based on the associative or behavioristic model, early (1965–1970) adjunct question research can be characterized as having a variables orientation. Within this orientation, primary consideration was given to examining the effects of manipulating question position (before or after text segments) and question frequency on text comprehension. In this early research, inserted questions were invariably pitched at a rote or verbatim learning level. Since the onset (c. 1970) of the cognitive revolution, however, adjunct question research has been focussed on examining the effects of different cognitive levels of inserted questions on text comprehension, and on developing methods for assessing processes produced by adjunct questions. However, the degree to which cognitive levels as operationalyzed in the experiments reviewed here captures the richness of cognition as it occurs in the schools is, of course, open to question. Other areas of cognitively-oriented research include the assessment of the relationship between individual differences and adjunct question treatments, and the generation of questions by subjects while reading. This more recent thrust in adjunct question research can be termed a processes orientation. Research associated with both the variables orientation and the processes orientation are reviewed. Finally, some remarks are made concerning the paucity of theory in adjunct question research, the possible use of semantic memory theories as a basis for future research within the adjunct question paradigm, and the need for new question paradigms that more closely match question answering in general.Appreciation is extended to Michael Macdonald-Ross for his critical comments and suggestions on an earlier version of this paper. 相似文献
15.
In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught. 相似文献
16.
Thomas Andre 《Contemporary educational psychology》1981,6(1):22-27
Twenty-six college student read a 5000-word prose passage and answered either verbatim or paraphrased inserted questions while reading about international communication. Students either were or were not permitted to review the text while answering the inserted questions. On a subsequent post-test containing new paraphrases of the adjunct questions, students who received paraphrased adjunct questions outperformed students who received verbatim adjunct questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose. 相似文献
17.
Ron Borland August Flammer Alexander J. Wearing 《European Journal of Psychology of Education - EJPE》1987,2(3):209-217
Three hundred College students read a 760 word text under one of two instructed perspectives. After full recall, an additional recall (squeeze) was requested under either the same (unchanged) or the alternative perspective. The first recall confirmed earlier results: a strong bias towards perspective related ideas. The second recall yielded substantial additional material. It was expecially effective in recalling alternative perspective related ideas and this most markedly so if the instructions were to recall using the alternative perspective. These results confirm and complement the results of Anderson & Pichert (1978) in so far as it is both the chance of a second recall as well as the change in perspective that raises the amount of recalled material. 相似文献
18.
Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
19.
Students are often provided with instructions that are intended to influence their attention to particular sections or elements of their reading materials. To date, the bulk of the work on such prereading instructions has focused on drawing reader attention to relevant text information. In the current project, we examined whether instructions might also be useful in helping readers ignore irrelevant (albeit inherently interesting) information in text. In two experiments, prereading instructions asked readers to (a) focus on specific relevant text segments, (b) ignore specific irrelevant text segments, (c) maintain an awareness that the text contained irrelevant segments without specifically identifying them, or (d) read without warnings. Participants generally exhibited longer reading times and enhanced recall for irrelevant segments compared to base content, except in cases for which general instructions warned about but did not specifically identify those irrelevant elements. The implications of these findings for research on seductive details and text processing, as well practical applications for the design of reading instruction, are discussed. 相似文献