Learner-generated organizational aids: Effects on learning from text.

Dee-Lucas, Diana; Vesta, Francis J. Di

doi:10.1037/0022-0663.72.3.304

Cited by 41 publications

(23 citation statements)

References 28 publications

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“…Several recent studies have reported facilitative effects of headings on various types of recall performance (e.g., Dee-Lucas & Di Vesta, 1980;Hartley, Kenely, Owen, & Trueman, 1980;Hartley, Morris, & Trueman, 1981;Hartley & Trueman, 1983Holley, Dansereau, Evans, Collins, Brooks, & Larson, 1981). These findings have in turn been complemented by results showing a significant positive effect of headings on multiple-choice test performance (Brooks, Dansereau, Spurlin, & Holley, 1983, exp.…”

mentioning

confidence: 55%

Reading for a Multiple-Choice Test: Headings as Schema Activators

Wilhite

1988

Journal of Reading Behavior

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This experiment investigated the effect of headings on memory as a function of the reader's preexisting knowledge about the passage topic. Fifty-five of the 116 college student subjects read a 1,760-word passage on human sexuality with headings present, and the other 61 subjects read the passage with the headings removed. An analysis of the scores on the multiple-choice retention test revealed that the only significant facilitative effect of the headings was in the answering of main-idea retention test questions by subjects with high preexisting knowledge about the topic, as assessed by a pretest, p<.05. Thus, the results suggest that headings facilitate recognition memory by activating schemas and that such an organizational effect of headings is more likely to benefit main-idea information than detail information.Several recent studies have reported facilitative effects of headings on various types of recall performance (e.g.,

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confidence: 55%

Reading for a Multiple-Choice Test: Headings as Schema Activators

Wilhite

1988

Journal of Reading Behavior

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“…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%

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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“…Previous investigations suggest that learners who generate headings score lower than no-headings control groups on factual recall tests and possibly other lower-order outcomes, but score higher on inference and comprehension tests (Dee-Lucas & DiVesta, 1980;Jonassen, Hartley, & Trueman, 1985;McKeague & Di Vesta, 1996;Wittrock & Kelly, 1984). These interesting negative effects of generating headings on lower-level learning outcomes are similar to Reyna and Brainerd (1998) findings that verbatim and gist traces (fuzzy trace theory) compete for activation at retrieval, and gist traces intrude at posttest (Clariana & Koul, 2006;Seamon, Luo, Schwartz, Jones, Lee, & Jones, 2002).…”

Section: Learner-generated Headingsmentioning

confidence: 99%

Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

Clariana

Marker

2007

Journal of Educational Computing Research

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This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was observed with the no headings group performing better on the cued recall test and worse on the structural knowledge sorting task. In addition, a measure of structural knowledge using a list-wise rating task was field trialed. The two structural knowledge tasks were analyzed using a Pathfinder network scoring technique that measured both linear and nonlinear text subtopic organization. The sorting and rating tasks were differentially sensitive to participants' linear and nonlinear knowledge organization. Unexpectedly, the sorting and rating posttest tasks improved cued recall posttest scores. The implications of the results for measuring structural knowledge are considered and suggestions for further studies are presented.Generative learning approaches are strategies that encourage learners to actively consider the relationships among lesson information elements and between lesson information and personal knowledge (Jonassen,

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Learner-generated organizational aids: Effects on learning from text.

Cited by 41 publications

References 28 publications

Reading for a Multiple-Choice Test: Headings as Schema Activators

Reading for a Multiple-Choice Test: Headings as Schema Activators

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

Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

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