Sketching and summarizing to reduce memory for seductive details in science text.

Jaeger, Allison J.; Velazquez, Mia; Dawdanow, Anastasia; Shipley, Thomas F.

doi:10.1037/edu0000254

Cited by 25 publications

(21 citation statements)

References 71 publications

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“…Recent research using drawings as an encoding task shows promise in improving metacomprehension accuracy. This research shows that drawings need to emphasize the underlying organization of the phenomenon described in the text to improve metacomprehension accuracy, which is consistent with research showing the effect of graphics on metacomprehension accuracy is determined by the nature of the graphics presented with texts [46][47][48]. Specifically, organizational graphics improved metacomprehension accuracy and other graphics have little or adverse effects on metacomprehension accuracy [47].…”

Section: Discussionsupporting

confidence: 84%

Drawings as Diagnostic Cues for Metacomprehension Judgment

Thiede¹,

Wright²,

Hagenah³

et al. 2019

Metacognition in Learning

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The accuracy of comprehension monitoring affects the effectiveness of rereading, which in turn affects comprehension. Thus, much research has focused on finding ways to improve monitoring accuracy. The cue-utilization framework of metacognitive monitoring provides a framework for understanding how to improve monitoring accuracy. It suggests that accuracy is driven by cues people use to judge comprehension. When people utilize cues that are highly diagnostic of performance on a test of comprehension, accuracy should improve. Many interventions that have been shown to improve monitoring accuracy have attributed the improved accuracy to increased access to highly diagnostic cues, but have failed to identify highly diagnostic cues. In our recent research, we found that instructing students to generate drawings before judging comprehension improved monitoring accuracy. Using graphic analyses protocol, we identified highly diagnostic cues. In this chapter, we will describe the procedure we used to identify these cues contained in drawings.

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Section: Discussionsupporting

confidence: 84%

Drawings as Diagnostic Cues for Metacomprehension Judgment

Thiede¹,

Wright²,

Hagenah³

et al. 2019

Metacognition in Learning

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“…Ideation—that is, access to content from long-term memory—can take multiple forms, involving language, images, or abstract thought (Graham, 2018). A positive effect of using nonlinguistic means to support the understanding and learning of linguistically encapsulated content has been shown by Ainsworth, Prain, and Tytler (2011; but see Jaeger, Velazques, Dawdanow, & Shipley, 2018).…”

Section: Discussionmentioning

confidence: 97%

Children’s Plans for Writing: Characteristics and Impact on Writing Performance

Llauradó

Dockrell

2019

Journal of Literacy Research

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2Planning plays an important role in the production of children's written texts. Yet little is 3 known about why children plan and the plans they create when they are not explicitly 4 instructed in planning activities. The current study explores the plans that elementary school 5 children create before writing a text. We compared performance of children educated in 6Catalan and in English (UK) to capture contextual differences and examined whether the 7 plans children produced were related to their language and reading skills. We captured 8 developmental differences by examining performance in Years 1, 3 and 5. Children of all 9 ages in elementary school produced plans before writing either by producing a draft of the 10 text or generating content and structure in the form of organisers. The types of plan produced 11 changed with age and was influenced by the children's educational context. These plans were 12 not associated with either the length or the quality of the children's written text. Nor were 13 language, reading and transcription skills associated with the plans produced. However, plans 14 differed significantly across educational contexts. The results indicate that school instruction 15 is important for the production of plans and , at this stage in development, children's self 16 generated plans do not impact on the texts produced. 17

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“…Research has revealed important boundary conditions that eliminate negative effects. Clearly pointing out to students that the seductive details are irrelevant for the understanding of the main concepts McCrudden, 2019) or enriching instruction with student-led activities, such as note-taking (Wang et al, 2017) or writing summaries (Jaeger et al, 2018) can help. Beside these instruction-focused interventions, prior knowledge is an important learner-focused factor moderating the seductive details effect (e.g., Magner et al, 2014).…”

Section: Seductive Detailsmentioning

confidence: 99%