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1.
There is now substantial evidence that pictures can be used to facilitate the recall of information presented in prose passages. There is also evidence that the presence of pictures in prose passages does not hinder the recall of information that is not pictured. Are the picture effects durable over longer periods (55 days) of time? Do pictures included in prose passages help or hinder subjects' recall of information that is not pictured? Results of this study provide evidence that picture effects are durable. In addition, the inclusion of pictures in prose passages did not interfere with the recall of information presenter' only in the prose passage. 相似文献
2.
Gary J. Anglin 《Educational technology research and development : ETR & D》1986,34(3):131-136
Research examining the contribution of pictures to young children’s recall of prose materials suggests that pictures can be used to facilitate the recall of information presented in prose passages. Can the positive effects found with young children be extended to older learners? If picture effects are present, are they durable over time? Data collected from two experiments conducted with college students provide evidence for an affirmative answer to both questions. 相似文献
3.
Previous research demonstrates that patients typically have difficulty remembering information presented during healthcare consultations. This study examined how older adults learn and remember verbally presented medical information. Healthy older adults were tested for recall in experimental and field settings. Participants viewed a five-minute video of a simulated healthcare consultation and completed free recall, cued recall, and recognition memory tasks. Differences in performance were observed between older and younger adults in the experimental condition on all memory tasks and in the field condition on the cued recall task; older adults tended to remember less information than younger adults. Though older adults had difficulty spontaneously recalling medical information, they were able to take advantage of cues to access verbally learned information. Findings of this study highlight the importance of developing and implementing measures to maximize the abilities of older adults to learn and remember important medical information communicated by healthcare providers. 相似文献
4.
Kay M. Kincade 《Journal of Research in Reading》1991,14(2):81-98
The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups. 相似文献
5.
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids. 相似文献
6.
Lyle D. Schmidt 《Educational gerontology》2013,39(2):187-192
This paper reports a thorough investigation of reading habits and activities which may require skills used in prose recall tasks as they occur in the everyday lives of adults. Over the space of five weeks, fifty‐four participants (18 young, aged 18‐32; 18 middle, aged 40‐54; 18 older, aged over 62) kept structured diaries in which they indicated how they spent their time, as well as the specific materials they had read and how long they had spent reading each item. Analyses were performed on each of 23 reading variables and 20 activity variables. Part I of this paper considers whether there were age and vocabulary differences in activities. Results indicate that while such differences exist, primarily in the amount of time spent reading, everyday activities and reading habits were also related to the requirements of daily life‐‐school, employment, retirement. Part II uses a cluster analysis of the data to demonstrate that the patterning of everyday activities was influenced more by current schooling and career factors than by the age and vocabulary level of the participants. Part II also considers the ecological validity of prose recall studies by examining the frequency of activities similar to laboratory‐style prose recall tasks and finds that such activities have a very low incidence in the everyday lives of adults. 相似文献
7.
Marcy Perkins Driscoll 《Contemporary educational psychology》1985,10(1):38-51
One purpose of this study was to determine whether cognitive structure, assessed by psychometric measures of concept interrelatedness, can be developed when the students initially do not know what concept relationships exist and what they mean. The second purpose was to apply those measures to a learning situation that has produced a nonspecific transfer effect, i.e., the facilitative effect of concrete examples on learning abstract passages, to attempt to explain this effect more completely. Five groups of 20 students each read two prose passages and took recall and structure assessment tests on the second passage. Results (1) indicated that the nonspecific facilitative transfer effect was replicated and (2) offered some support for the contention that the cognitive structure which proximity measures assess can be trained to correspond to content structure, but that related recall remains low. With resolution of some of the methodological issues surrounding these measures, however, clearer explanation of transfer effects and assessment of higher order learning may be facilitated. 相似文献
8.
Bianca De Bernardi M. Chiara Levorato 《European Journal of Psychology of Education - EJPE》1991,6(2):143-153
The aim of this work is to study the acquisition and development of the ability to co-ordinate information in a written text. Fourth, 6th and 8th graders and undergraduates were assigned two conditions: they were presented with either two prose passages, describing two different peoples, or only one passage giving out the same information in a single text. The subjects read the passages and had to produce a text containing the comparison between the two peoples. The analysis of the texts produced by the subjects evidenced six different information integration levels. Two dependent variables were used:
- the highest level present in each protocol
- the percentage of level presence in each protocol.
9.
Sara J. Margolin 《Educational gerontology》2015,41(8):604-612
The present research aimed to examine young and older adults’ comprehension of negated text to determine the locus of older adults’ difficulty in understanding this text construction. Participants were asked to read short passages at their own pace, complete a lexical decision task, and answer a comprehension question about what they had read. Older adults’ comprehension accuracy was lower than that of young adults for passages containing transformational negation. This suggests that limited working memory resources led to older adults’ difficulty with negation, not a difficulty with inhibition, as what would have been suggested with difficulties with deactivation negation. 相似文献
10.
Charles R. Morrison Joel R. Levin 《Educational technology research and development : ETR & D》1987,35(2):67-74
Eighth-grade students silently read passages that described dichotomized attributes of nine North American minerals. One-fourth
of the students were given instruction in the use of mnemonic techniques, and were provided with “keywords” and mnemonic illustrations
of the passage content; one-fourth were provided with keywords and given instructions for creating internal mnemonic images
of the passage content; one-fourth were given instructions for creating their own keywords and internal mnemonic images; and
the remaining fourth were given motivational instructions and told to use their “own best method” of studying while reading
the passages. Mnemonic instruction, when accompanied by experimenter-provided keywords and mnemonic illustrations, produced
superior recall of the mineral attributes in comparison to the other three conditions on both immediate and eight-day delayed
performance tests. Implications of the findings are discussed with regard to the amount of external support necessary for
effective use of mnemonic techniques by students reading expository prose passages. 相似文献
11.
This experiment tested the hypothesis that prose materials related to existing knowledge structure will be less subject to retroactive interference (RI) than will materials not as easily related to existing knowledge structure. Subjects read successive passages labeled with the names of famous or fictitious characters. In comparison to control groups, subjects receiving initial passages labeled with fictitious names experienced significant RI, whereas subjects receiving famous name initial passages did not. 相似文献
12.
《International Journal of Educational Research》1998,29(3):173-185
Two-hundred 10–15 yr old students from a school in the UK for children from a Yemeni background were assessed for cognitive style by means of the Cognitive Styles Analysis. Based on their scores, students were placed on two dimensions: Wholist–Analytic and Verbal– Imagery. Half of the sample read three prose passages with a 20-question recall test after each. The other half received the same passages augmented with additional structuring features, (a) format structure as paragraph headings (Passage 2), and (b) conceptual structure as a summary inserted either after or before the main passage (Passages 1 and 3, respectively). The results suggested that pupils improved most with age on the content that suited their style, female Wholists and male Analytics benefitted most from the addition of structure, and, finally, with age the Verbalizers gained more with a summary added after the main passage and the Imagers with it inserted before. The results are discussed in terms of style effects on developmental trends in strategy development and gender differences in information processing. 相似文献
13.
Three experiments evaluated the effects of perceived choice upon comprehension and memory of prose reading passages. Participants in the choice conditions selected the titles of the passages they read, while the rest of the volunteers were not given the opportunity to choose. Experiment 1 compared choice and no choice conditions with young (x = 28.3 years) and elderly (x ‐ 68.9 years) adults of various vocabulary levels. Experiments 2 and 3 tested only elderly groups to evaluate a wider range of vocabulary levels and to compare the effects of starting the reading task either immediately after choosing the titles or after a delay of 2 to 3 weeks. The results indicated both age‐ and vocabulary‐related deficits. However, perceived choice conditions did not produce any consistent improvement in performance. 相似文献
14.
J. Stanley Ahmann 《Journal of Experimental Education》2013,81(4):281-288
This study examined how retention of prose is affected by (1) outlines as advanced organizers, (2) preexperimentai familiarity with the material, and (3) text genre (i.e., narrative vs. expository prose). College students studied either a two-level outline, a one-level outline, or no outline before listening to 400 to 500 word passages that varied in familiarity and narrativity. Subjects were subsequently given a cued recall test or a 3-Alternative, Forced Choice test on the passages. Whereas outline condition and familiarity had no significant effects on retention, narrativity ratings on the passages predicted between 38% and 84% of the variance of retention scores. Stories were recalled much better than expository passages. These findings were discussed in the context of current theories in cognitive psychology, particularly those that have explored the structure, organization, and representation of knowledge and prose. 相似文献
15.
This study considered the relationship between extraversion and the recall of details in prose passages under conditions of two levels of detail importance (main and elaboration), two types of passage (thematic and sequential) and two degrees of interference (absent and present). The subjects were 96 11‐year old children who were divided into introverts, ambiverts and extraverts on the basis of their score on the Junior Eysenck Personality Inventory. A different extraversion subgroup listened to a prose passage containing 40 details under each of the experimental conditions and one hour later was required to free recall the material. Overall recall performance was not significantly affected by extraversion, but there was a significant interaction (P < 0.05) between extraversion and detail type in their effect on recall. Generally the recall of elaborative detail decreased with increasing extraversion, while for the main detail recall remained fairly constant. No other significant interactions were found. A post hoc inspection of the recall of the details suggested that introverts performed best when the content described appearance, construction or position, ambiverts did well on quantity and numerical information, while extraverts favoured simile‐type details. 相似文献
16.
In two experiments, subjects read prose materials with various organizations of the superordinate and subordinate conceptual structure of the passage. Variables included organizational salience, massed versus distributed repetition of the passage, nature of the cueing at recall, and number of exposures. In Experiment I, distributed repetition resulted in superior recall, extending the generality of that effect to prose materials; and an advance organizer treatment resulted in lower recall for scrambled materials, contrary to Ausubel's (1960) cognitive theory. High ability subjects recalled more categories than low ability subjects, but the same amount of within-category information. In Experiment II, materials which increased the salience of the organizational structure of the passage were better recalled than scrambled materials after three exposures, or on a test which cued the major categories in the passage. Cueing was detrimental to performance for subjects reading the scrambled passage. Results are discussed in terms of implications for educational practice. 相似文献
17.
Raymond S. Dean 《Contemporary educational psychology》1984,9(4):384-393
The degree to which the concreteness of prose material presented in an auditory fashion would interact with learners' lateral preference under different right hemispheric presentation conditions was investigated with 96 normal adults. Forty-eight subjects with consistent right preference patterns and a like number of bilateral individuals were either instructed to image, given a visual-spatial interference task, or given no instructions before listening to passages which differed in abstractness. As predicted across conditions, learners recalled a significantly greater number of ideas when the passage was concrete. Importantly, the abstractness was found to interact with subjects' inferred cerebral dominance. Whereas instructions to image and visual interference had little significant effect on mixed dominant subjects, for more consistently lateralized subjects imagery instructions increased and right-hemispheric interference decreased concrete recall. The results were interpreted in terms of visual and verbal encoding concomitant with cerebral lateralization. 相似文献
18.
Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension. 相似文献
19.
Marilyn J. Haring Maurine A. Fry 《Educational technology research and development : ETR & D》1979,27(3):185-190
Studies have shown that under certain conditions pictures can facilitate young children’s oral prose comprehension. Can pictures also aid comprehension when the information is presented in written form rather than orally? If so, what kinds of pictures, under what conditions? These experimenters analyzed a prose passage into 350 idea units, then interspersed throughout the text pictures depicting either the 179 main ideas or both the main ideas and the 171 nonessential details, or included no pictures. The subjects, fourth and sixth graders, wrote down all they could remember of the story immediately and again 5 days later. Pictures did facilitate both immediate and delayed recall, but only of the main ideas. 相似文献
20.
Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re- sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests. 相似文献