Utilizing intact and embedded headings as processing aids with nonnarrative text |
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| Authors: | Charles D Holley Donald F Dansereau Selby H Evans Karen W Collins Larry Brooks David Larson |
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| Institution: | Texas College of Osteopathic Medicine U.S.A.;Texas Christian University U.S.A. |
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| Abstract: | This study examined the utility of intact (i.e., topic outline format) and embedded (i.e., appropriately positioned within the text) headings as processing aids with nonnarrative text. The argument was advanced that headings potentially provide useful cues for both input and output processing but that little empirical evidence exists to either support or refute this proposition. It was further argued that each of the prior studies reviewed were subject to one or more methodological criticisms which may attenuate the generality of the findings. The results of the present study indicated that no advantage accrued to students on the basis of training; however, limitations of this finding are discussed in terms of the amount of training provided and the time available to the students for integrating the new strategies with their existing techniques. The major result of this investigation was that students provided with text containing intact and embedded headings significantly outperformed students whose text did not contain these processing aids. The major benefits were observed at delayed testing; the text-with-headings students recalled approximately 11% more information at immediate testing and 44% more information at delayed testing than the text-without-headings students. Implications of these results and future research issues are discussed. |
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| Keywords: | Requests for reprints should be sent to Dr Charles D Holley Office of Medical Education Texas College of Osteopathic Medicine Fort Worth TX 76107 |
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