Long‐term prose retention: Is an organizational schema sufficient?

McDaniel, Mark A.; Kerwin, Mary Louise E.

doi:10.1080/01638538709544674

Cited by 22 publications

(22 citation statements)

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“…Importantly, the above effects were additive (they did not significantly interact), so that idea units related to the encoding perspective and with deleted letters were recalled better than any other information in the passage. These effects were observed at retention intervals of up to one week (McDaniel and Kerwin, 1987), demonstrating not only the general benefit of proposition-specific as well as relational processing, but also that both kinds of processing are necessary for good text recall.…”

Section: Individual-item and Relational Processingmentioning

confidence: 74%

“…That is, letter deletion was a within-subjects variable, with half of the important idea units (relative to the particular encoding perspective) containing deleted letters and half of the unimportant idea units containing deleted letters. (Refer to Einstein et al, 1984, andMcDaniel andKerwin, 1987, for discussion of the evidence suggesting that deleting letters produces more extensive or elaborate processing of the individual idea units without involving schematically or thematically related processing. Also, see Dinnel and Glover, 1985, for evidence that the mnemonic effects of letter deletion are related to conceptual aspects of processing that probably involve the entire idea unit and not just the individual lexical unit.…”

Section: Individual-item and Relational Processingmentioning

confidence: 98%

“…In one series of studies, McDaniel (1984;McDaniel and Kerwin, 1987) had subjects read a narrative. To encourage relational processing among certain idea units, subjects were instructed to adopt a particular perspective during reading.…”

Section: Individual-item and Relational Processingmentioning

confidence: 99%

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Material-appropriate processing: A contextualist approach to reading and studying strategies

McDaniel

Einstein

1989

Educ Psychol Rev

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Section: Individual-item and Relational Processingmentioning

confidence: 74%

Section: Individual-item and Relational Processingmentioning

confidence: 98%

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Material-appropriate processing: A contextualist approach to reading and studying strategies

McDaniel

Einstein

1989

Educ Psychol Rev

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“…Hence, we assume that these minimalistic texts are suitable to test the dual-force framework for naturalistic learning material in a first attempt. Fragment completion was used because it has been found to induce the generation effect quite constantly in several studies with target words as learning material (see the meta-analysis by Bertsch et al, 2007) and to improve memory for fairy tales and narratives (e.g., Einstein, McDaniel, Bowers, & Stevens, 1984;McDaniel, 1984;McDaniel & Kerwin, 1987). We expected learners to use the sentence context and, if available, prior knowledge to infer the fragmented words in the generation condition, thereby encouraging the construction of an elaborated mental representation of the texts.…”

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confidence: 99%

Mood Moderates the Effect of Self-Generation During Learning

Schindler

Richter

Eyßer

2017

FLR

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Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, & Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect.Keywords: Generation effect, learning with expository texts, mood states Info corresponding author Email: julia.schindler@uni-wuerzburg.de DOI: http://dx.doi.org/10.14786/flr.v5i4.296 Schindler et al | F L R IntroductionA common assumption is that learning is most effective when it is easy. However, research suggests that under certain conditions learning is more effective when learners intentionally make it more difficult by, for example, distributing learning sessions, interleaving topics and tasks, testing learned content, and generating knowledge (Bjork & Bjork, 2011). The advantage of generated compared to read information in memory tasks (generation effect) has been investigated extensively (for a meta-analysis, see Bertsch, Pesta, Wiscott, & McDaniel, 2007). In the classical generation paradigm (e.g., McDaniel, Waddil, & Einstein, 1988;Slamecka & Graf, 1978) participants read an associated word pair (PURR -CAT) or they complete a fragment of the target word (PURR -C_ _). In a subsequent learning test, memory for generated target words is better than for read words. Findings like this suggest that using generation in every-day learning situations might be beneficial. However, before adopting generation as a learning strategy in educational contexts, conditions moderating the generation effect such as learners' cognitive abilities, motivation, or mood states need further clarification.Research on the impact of mood on information processing has demonstrated that positive and negative mood states serve a regulatory function in terms of processing depth, processing capacity, and processing strategies (for an overview see B...

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“…This manipulation appears to increase proposition-specific processing, which, among other things , would include increased processing of the individual concepts (lexical items) that constitute the proposition (cf. McDaniel & Kerwin, 1987). We anticipated that to the extent that schema learning was evident in this experiment, inducing a more distinctive encoding of the concepts of each proposition in the target text might parlay the usual cost of extensive schema use into increasing benefits (cf.…”

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confidence: 99%

Reading a series of similar texts: Testing a schema-based learning theory

McDaniel

Einstein

1991

Bull. Psychon. Soc.

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Thorndyke and Hayes-Roth (1979) proposed, and presented data to support, a schema model of learning from simple texts. They assumed that repeated exposures to similar texts promoted acquisition of a schema for these texts, which in turn benefited recall for new instances of texts that conform to this schema. They further suggested that with repeated use of the schema, the increased number of details associated with the schema disrupted recall. Their data confirmed these expectations. However, Thorndyke and Hayes-Roth did not use a true O-exposure control to assess baseline recall of the target text. We assessed baseline recall using both a true O-exposure control and Thorndyke and Hayes-Roth's derived O-expcsure measure. The predicted inverted-Ushaped curve for recall as a function of prior training texts was replicated with Thorndyke and Hayes-Roth's baseline measure but not with a true O-exposure baseline. With the O-exposure baseline, recall was a monotonically decreasing function of number of training texts. This result suggests that recall of similar passages reflects nothing more or less prosaic than proactive interference.

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Long‐term prose retention: Is an organizational schema sufficient?

Cited by 22 publications

References 20 publications

Material-appropriate processing: A contextualist approach to reading and studying strategies

Material-appropriate processing: A contextualist approach to reading and studying strategies

Mood Moderates the Effect of Self-Generation During Learning

Reading a series of similar texts: Testing a schema-based learning theory

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