Seduction of the Strategic Reader: Effects of Interest on Strategies and Recall

Wade, Suzanne E.; Schraw, Gregory; Buxton, William M.; Hayes, Michael T.

doi:10.2307/747885

Cited by 111 publications

(106 citation statements)

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“…The impact of this classroom value system has been largely overlooked in the research on situational interest. However, the results of this study would suggest that such in-class values may actually supersede what Wade and Schraw (1991) call the "default" strategy of structural importance. Therefore, future research on interest and text learning must give greater attention to the significant effects of the instructional context.…”

Section: Discussionmentioning

confidence: 55%

“…We support Wade and Schraw's (1991) portrayal of structural importance as a default strategy that readers can turn to when other markers of importance are weak or absent. The issue remains that students should have an understanding of importance as it relates to the structure of a text.…”

Section: Discussionmentioning

confidence: 71%

“…Because of their effect on text processing, referred to these highly intriguing but relatively unimportant text segments as "seductive details. "One of the conclusions drawn by those conducting research on "seductive details" is that students lack the strategic ability to distinguish between what is important and what is interesting when they process text Wade & Schraw, 1991). This suggests that when confronted with the task of understanding a passage containing such enticing textual tidbits, students fail to employ the cognitive or metacognitive strategies that would facilitate their understanding or enhance their comprehension performance.…”

mentioning

confidence: 96%

“…Because the text is the means by which students' interests are gauged, Hidi (1990) more specifically refers to this dimension as "text-based" interest. One outcome of the research on situational, text-based interest is the realization that readers' attention during text processing is often drawn to information that appears highly interesting but of little structural importance (e.g., Wade & Schraw, 1991). For instance, students reading a passage about Horatio Nelson are much more likely to remember content related to his sexual conquests than his naval ones (Wade & Adams, 1990).…”

mentioning

confidence: 99%

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Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Alexander

Jetton

Kulikowich³

et al. 1994

Journal of Reading Behavior

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Two studies were conducted to investigate the nature of teacher questioning and its relationship to what learners consider important to remember when processing exposition. Specifically, we wanted to determine if teachers who are asked to write questions over an expository passage focus those questions on segments of text that have been determined to be of high, medium, or low structural importance. Further, we wanted to compare the questions that teachers ask with those that their students predict they would ask in order to assess students' strategic ability to determine what information is instructionally important. The results of the initial study demonstrated that neither teachers nor their students are highly influenced by structural importance when writing questions. The results generally supported the hypothesis that students are cognizant of what teachers value in text (i.e., instructional importance) and seem guided by this understanding when processing exposition. In Study II, we examined the questioning patterns of three physical science teachers as they developed quizzes and led discussions over a segment in their course textbooks. Results again demonstrated that students are relatively aware of the information that their teachers will test and that this information is not necessarily structurally important. Other similarities and differences between teacher and student questions are discussed and implications for research and practice presented. 20 Journal of Reading BehaviorThe role of interest and importance in text comprehension has become the focus of much research in the past decade (e.g., Anderson, Shirey, Wilson, & Fielding, 1987;Garner, Gillingham, & White, 1989;Hidi & Baird, 1986Hidi, Baird, & Hildyard, 1982;Schank, 1979;Wade & Adams, 1990). Some researchers concerned with interest and text learning have investigated those aspects within the text itself that have captured students' attention and have thus affected comprehension. Schiefele (1991) classifies this dimension of interest as "situational" interest. Because the text is the means by which students' interests are gauged, Hidi (1990) more specifically refers to this dimension as "text-based" interest. One outcome of the research on situational, text-based interest is the realization that readers' attention during text processing is often drawn to information that appears highly interesting but of little structural importance (e.g., Wade & Schraw, 1991). For instance, students reading a passage about Horatio Nelson are much more likely to remember content related to his sexual conquests than his naval ones (Wade & Adams, 1990). Likewise, students reading a passage about Stephen Hawking are more apt to remember information about a wager Hawking made with a colleague than they are to remember anything about his research on Grand Unification Theory (Garner, Alexander, Gillingham, Kulikowich, & Brown, 1991). Because of their effect on text processing, referred to these highly intriguing but relatively unimportant text segments as...

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 71%

mentioning

confidence: 96%

mentioning

confidence: 99%

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Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Alexander

Jetton

Kulikowich³

et al. 1994

Journal of Reading Behavior

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“…The distinction between individual interest and situational interest has been drawn as a framework in many empirical studies on interest (Garner et al, 1989;Garner et al, 1992;Harp & Mayer, 1997Hidi, 1990Hidi, , 2001Hidi & Anderson, 1992;Hidi & Baird, 1986;Krapp, 1999Krapp, , 2002Krapp et al, 1992;Schiefele, 1991Schiefele, , 1992Schiefele, , 1996Schiefele, , 1998Schiefele, , 1999Schiefele & Krapp, 1996;Schraw, 1998;Wade et al, 1993). From the view of individual interest, interest is implied as a characteristic of person.…”

Section: The Framework Of Research On Interestmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Using Selective Redundancy to Eliminate the Seductive Details Effect

Yue

Bjork

2017

Applied Cognitive Psychology

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The seductive details effect occurs when adding interesting, but extraneous, details to a lesson impairs learning of the lesson's key information. Although instructors could simply remove such interesting details, prior research suggests that interest can be a powerful motivating factor for learning. In the present research, we attempted to recruit the motivational benefits of seductive details without eliciting their detrimental effects by manipulating the redundancy between narrated and on-screen verbal information within a multimedia lesson. We presented 69 college students with different instructional videos, one in which key facts were presented with on-screen text slightly different from the narration, while seductive details were presented with on-screen text that was identical to the narration. We eliminated the seductive details effect for these participants, indicating that partial redundancy can be used as a means by which interesting details can be included in a lesson without detracting from the learning of key facts.

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Seduction of the Strategic Reader: Effects of Interest on Strategies and Recall

Cited by 111 publications

References 0 publications

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Contrasting Instructional and Structural Importance: The Seductive Effect of Teacher Questions

Tool use in open learning environments: In search of learner-related determinants

Using Selective Redundancy to Eliminate the Seductive Details Effect

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