Effects of the reader's schema at different points in time.

Anderson, Richard C.; Pichert, James W.; Shirey, Larry L.

doi:10.1037/0022-0663.75.2.271

Cited by 88 publications

(53 citation statements)

References 24 publications

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“…First, the results of this study as well as from previous studies (e.g., Anderson & Pichert, 1978;Anderson, Pichert, & Shirey, 1983;Pichert & Anderson, 1977) suggest that importance of story elements is more strongly related to recall for some perspectives than for others. For example, Pichert and Anderson (1977) presented subjects with either the House passage used in the present study or another study, termed the Island Story, about two gulls frolicking over a remote island.…”

Section: Implications Of the Present Study And Suggestions For Futuresupporting

confidence: 56%

“…This result was not identical to the results of previous studies, but it was in the same general direction. Previous studies (e.g., Anderson & Pichert, 1978;Anderson, Pichert, & Shirey, 1983;Pichert & Anderson, 1977) have all found that importance of story elements is more strongly related to recall for the burglar than for the home buyer perspective. In the present study, subjects were apparently unable to use the home buyer perspective as an effective retrieval mechanism.…”

Section: Discussionmentioning

confidence: 94%

“…A more recent study by Anderson, Pichert, and Shirey (1983) has presented evidence that the perspective operative during reading may also influence what information gets encoded into memory. In their study, perspectives assigned before reading, shortly after reading, and long after reading were all found to have a substantial effect on recall and these effects were independent of each other.…”

mentioning

confidence: 99%

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The Effects of Reader Perspective and Cognitive Style on Remembering Important Information from Texts

Newsome

1986

Journal of Reading Behavior

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The effects of reader perspective and cognitive style on encoding, storage, and retrieval processes were investigated in two experiments. In both experiments, subjects read a story from one of two different perspectives or from no directed perspective, recalled the story from either the originally assigned perspective or the alternative perspective, and then took a recognition test on the story. In addition, subjects in both experiments were given an embedded figures test. In Experiment 1, subjects took the recall and recognition test immediately after reading the story and in Experiment 2, the recall and recognition tests were given four days later.In Experiment 1, subjects who read the story from either of the assigned perspectives (burglar or home buyer) correctly recognized more items that were important to the burglar perspective, but subjects who were not assigned a perspective showed no difference in recognition of burglar and home buyer information. It was suggested that perhaps assigning subjects a perspective induces them to think more about the passage and relate it to their world knowledge. The results of the immediate recall test suggest that readers use their knowledge associated with the assigned perspective as a retrieval plan. Individual differences in cognitive style had no effect on subjects' recall or recognition performance in Experiment 1.In Experiment 2, subjects with either high or low scores on the embedded figures test who recalled the story from either of the assigned perspectives (burglar or home buyer) recalled more burglar than home buyer information. Subjects with intermediate scores, however, showed no difference in recall of burglar and home buyer information. These results, together with those of Ex-117

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Section: Implications Of the Present Study And Suggestions For Futuresupporting

confidence: 56%

Section: Discussionmentioning

confidence: 94%

mentioning

confidence: 99%

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The Effects of Reader Perspective and Cognitive Style on Remembering Important Information from Texts

Newsome

1986

Journal of Reading Behavior

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“…Examination of the stories and subjects' rank-ordered familiarity ratings sug-gest that Lentil contains more familiar material, which may engage readers' textual and content schemata (Anderson, Pichert, & Shirey, 1983). The schemata, used in concert with cues from the text, serve as a basis for readers' predictions.…”

Section: Quantitative Analysismentioning

confidence: 99%

“…Thus, low prior knowledge for the content domain of a text did not always preclude the use of predictions. Readers appeared to use their textual schemata (Anderson, Pichert, & Shirey, 1983) when specific content domain schemata were lacking or poorly developed. In the following protocol excerpt, it is notable that the reader generated a prediction without any reference to the content domain of the text.…”

Section: A Qualitative Analysis Of Readers' Prediction and Predictionmentioning

confidence: 99%

The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies

Afflerbach

1990

Journal of Reading Behavior

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This study examined the influence of prior knowledge and text genre on readers' prediction strategies. Three groups of subjects read two genres of text (short stories and essays), and gave verbal reports of their prediction strategies while reading. Next, subjects rated the texts in terms of relative familiarity of text content. Quantitative analysis of the think-aloud protocols indicated statistically significant differences in frequency of reports of predictions for particular texts. Subjects reported making significantly more predictions on the essays rated more familiar, and on the story which was rated more familiar. There were no significant differences in frequency of reported predictions on the short story and essay which were rated most familiar. Results indicate that readers' prior knowledge for the content of the text may significantly influence the nature of readers' prediction strategies. Qualitative analysis of protocols allowed for examination of the variation in the types of predictions and prediction-related strategies which were used by readers in this study. Implications of findings for reading comprehension theory and educational practice are discussed.

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The Effect of Wording and Placement of Task Instructions on Problem‐Solving Creativity

Mascio

Kalyuga

Sweller

2016

Journal of Creative Behavior

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Prior research has used many variants of "be creative" or brainstorm instructions to enhance creativity in a variety of tasks. However, differences in instruction wording may lead to differences in instruction interpretation, and varying the placement of instructions before or after a written problem description may lead to differences in problem interpretation. This study investigated the effect of varying the wording and placement of creativity instructions on idea novelty, workability, and effectiveness. A randomized field experiment in two classrooms found that: (a) brainstorming and "be creative" instructions impact some dimensions of idea creativity, relative to standard instructions; (b) combining the two instructions increased the number of ideas only slightly compared with the "be creative" instruction; (c) the effect of the combined instruction varied across classrooms; and (d) the placement of instructions before or after a written problem description influenced novelty slightly. These results suggest that participant-constructed meaning of instruction may differ from the researcher-ascribed meaning and that enhancing the salience of the creativity requirement in instructions does not enhance novelty. The results also lead to propositions that creativity instructions induce a promotion focus during problem-solving and that creativity climate may moderate the impact of instructions.

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Effects of the reader's schema at different points in time.

Cited by 88 publications

References 24 publications

The Effects of Reader Perspective and Cognitive Style on Remembering Important Information from Texts

The Effects of Reader Perspective and Cognitive Style on Remembering Important Information from Texts

The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies

The Effect of Wording and Placement of Task Instructions on Problem‐Solving Creativity

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