Effects of organizational signals on free recall of expository text.

Lorch, Robert F.; Lorch, Elizabeth Pugzles

doi:10.1037/0022-0663.88.1.38

Cited by 138 publications

(132 citation statements)

References 37 publications

(77 reference statements)

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“…The use of signals in the passage about lightning may have been ineffective in increasing students' recall and transfer performance because the original text, without signals, was already written in a well-organized fashion. As noted by Lorch and Lorch (1996), organizational signals have little effect on students' recall when the text's topic structure is simple. However, this explanation does not account for why signaling had no effect on those who read the seductive details passage, which was not well-organized because of the seductive details.…”

Section: Discussionmentioning

confidence: 99%

How seductive details do their damage: A theory of cognitive interest in science learning.

Harp¹,

Mayer²

1998

Journal of Educational Psychology

638

486

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In 4 experiments, students who read expository passages with seductive details (i.e., interesting but irrelevant adjuncts) recalled significantly fewer main ideas and generated significantly fewer problem-solving transfer solutions than those who read passages without seductive details. In Experiments 1, 2, and 3, revising the passage to include either highlighting of the main ideas, a statement of learning objectives, or signaling, respectively, did not reduce the seductive details effect. In Experiment 4, presenting the seductive details at the beginning of the passage exacerbated the seductive details effect, whereas presenting the seductive details at die end of the passage reduced the seductive details effect. The results suggest that seductive details interfere with learning by priming inappropriate schemas around which readers organize the material, rather than by distracting the reader or by disrupting the coherence of the passage.

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Section: Discussionmentioning

confidence: 99%

How seductive details do their damage: A theory of cognitive interest in science learning.

Harp¹,

Mayer²

1998

Journal of Educational Psychology

638

486

View full text Add to dashboard Cite

show abstract

“…There is abundant evidence that organizational cues facilitate text processing, as demonstrated by studies reporting shorter reading times for topic-introducing sentences when an outline of the topical structure of a text is provided or when the topic shifts are cued by the preceding text (Lorch et al , 1987. In addition, organizational cues improve the retention for text topics and their organization (Loman and Mayer 1983;, 1996Lorch et al 1993;Meyer et al 1980), although this may occur at the cost of remembering deemphasized content (Mayer et al 1984). Specifically, cues that emphasize the topic structure alter the organization of text in memory, without necessarily influencing the amount of content recalled.…”

Section: Emphasizing the Organization Of Instructionmentioning

confidence: 99%

“…Numerous studies on text comprehension that have used memory performance (i.e., recall) as an indicator of attentional processing have consistently shown that cues improve the recall of the content they emphasize (Cashen and Leicht 1970;Dee-Lucas and DiVesta 1980;Fowler and Barker 1974;Hartley and Trueman 1985;Lorch and Lorch 1996). Memory for uncued content is unaffected (Foster 1979;Golding and Fowler 1992), inhibited (Glynn and DiVesta 1979), or sometimes even enhanced (Cashen and Leicht 1970).…”

Section: Guiding Attention To Essential Informationmentioning

confidence: 99%

“…Specifically, cues that emphasize the topic structure alter the organization of text in memory, without necessarily influencing the amount of content recalled. That is, the organization of content in recall closely resembles the structure of the text , 1996Lorch et al 1993). However, organizational cues are only effective in altering the organization of content in memory if the instructions are complex and do not involve a well-defined structure or contain many topics (Lorch 1989;Lorch and Lorch 1996;Meyer 1975).…”

Section: Emphasizing the Organization Of Instructionmentioning

confidence: 99%

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Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…Prior research has shown that readers' representation of the structure of narrative and expository texts is aided by signals that clarify the structure (Beck, McKeown, Sinatra, & Loxterman, 1991;Kozmnsky, 1977;Lorch & Lorch, 1995Lorch, Lorch, & Inman, 1993;Meyer & Rice, 1989;Millis & Just, 1994). This is especially true for challenging texts (Spyridakis & Standal, 1987) and for low-knowledge participants (Goldman, Saul, & Cote, 1995;Lorch & Lorch, 1996).…”

mentioning

confidence: 99%