Hierarchical Preview vs Problem Oriented Review in Learning an Imaginary Science

Merrill, Margaret; Stolurow, Lawrence M.

doi:10.2307/1162034

Cited by 10 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar results were found by Merrill and Stolurow (1966), whose study used a "hierarchically organized summary" prior to a computer-based instructional unit on an imaginary science.…”

supporting

confidence: 78%

Effects of Lesson Organization on Achievement

Kallison

1986

American Educational Research Journal

View full text Add to dashboard Cite

This study identified two low-inference variables comprising lesson organization and determined their effect on student achievement. For each of the two main effect variables, two conditions were defined: proper sequence versus manipulated sequence, and explicit organization behaviors present versus explicit organization behaviors absent. Four treatment groups (equated on mathematical ability) were formed by the possible combinations of these conditions. A single lesson on numeration systems was taught to the four groups (67 university students), and achievement was evaluated using an investigator-designedposttest. Although the data indicated no significant effect for sequence, the study did yield a significant effect (p < .01) for explicit organization. No significant aptitudetreatment interaction was found, either for explicit organization or for sequence.The purpose of this investigation was to identify the low-inference teacher behaviors that comprise lesson organization and then to determine their effect on student achievement. The study also examined the possible interaction effect of organization and student ability level. Katona (1940), Gamer (1962), and Mandler (1967 refer to organization as the clarity of the relationships among the parts of a communication. In reviewing the related literature, two instructor-controlled factors emerge as contributing to clarity of relationships: (a) delivering the learning material in the sequence that best reveals the relationships among the parts, and (b) using verbal statements to accentuate the relationships. Empirical support for both of these factors can be found in a variety of sources.

show abstract

“…Similar results were found by Merrill and Stolurow (1966), whose study used a "hierarchically organized summary" prior to a computer-based instructional unit on an imaginary science.…”

supporting

confidence: 78%

Effects of Lesson Organization on Achievement

Kallison

1986

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…As a result, advance organizers often facilitate the learning of conceptual ideas more than technical details, and thus, can be used most effectively to facilitate transfer of general concepts from one situation to another (Grotelueschen & Sjogren, 1968;Merrill & Stolurow, 1966;and Scandura A Wells, 1967).…”

Section: Advance Organizersmentioning

confidence: 99%

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

Wells¹,

Hagman²

1989

View full text Add to dashboard Cite

“…Instructional research on learning structure, sequence, and hierarchy (e.g., Gagne, 1965;Merrill, 1965;Merrill & Stolurow, 1966;Lee, 1965) has addressed the subject of hierarchical relationships between segments of text and questioned how the sequencing of text segments affects the reader's comprehension of the text.…”

Section: Lookbacks During Studyingmentioning

confidence: 99%

“…There is evidence (e.g., Gagne, 1962Gagne, , 1965Merrill & Stolurow, 1966) that, if information A is subordinate to information B, then A should occur in the text before B for the text to be comprehended adequately.…”

Section: Lookbacks During Studyingmentioning

confidence: 99%

An investigation of lookbacks during studying∗

Alessi¹,

Anderson²,

Goetz³

1979

Discourse Processes

View full text Add to dashboard Cite

Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying a text.Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text. About half of the subjects were branched back to reread prerequisite information when it was later needed but had not been fully understood by those subjects. Subjects receiving lookbacks showed better comprehension of later information dependent upon the prerequisite information.In the light of these results, the training of natural lookbacks during study holds promise as a means of improving students' study behaviors. Lookbacks During Studying 2 An Investigation of Lookbacks During StudyingStudying has been characterized as having three main phases: before, during, and after reading (Anderson, 1979). The during reading phase, which is our main interest at this time, can in turn be characterized as having three aspects: those activities appropriate when the reader succeeds in comprehending parts of the text, those activities appropriate when the reader fails to comprehend parts of the text, and the monitoring processes which the reader undertakes to distinguish success or failure of comprehension. Comprehension monitoring (see determines to which of the two previous classes of activities the reader should direct his efforts.Appropriate activities to use when sections of text are understood include: organizing the information (e.g., outlining), increasing the amount of text processing (e.g., imaging, paraphrasing, discussing), and record keeping for review (e.g., note taking and underlining)."Fixup" activities appropriate when comprehension fails might include going back to learn prerequisite material missed, misunderstood, or forgotten (e.g., looking back in the text, rereading, or referring to previously taken notes), more carefully inspecting the confusing sections of text (e.g., careful parsing of sentences, slow reading, trying to picture the material mentally), and consulting outside sources (e.g., other books or persons who might be knowledgeable on the subject).The prime objective of this study is to investigate those behaviors used during studying which are appropriate when comprehension of the text Lookbacks During Studying

show abstract

Hierarchical Preview vs Problem Oriented Review in Learning an Imaginary Science

Cited by 10 publications

References 0 publications

Effects of Lesson Organization on Achievement

Effects of Lesson Organization on Achievement

Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer

An investigation of lookbacks during studying∗

Contact Info

Product

Resources

About