Spontaneous and Imposed Study Tactics in Learning Prose

Thornton, Nancy E.; Bohlmeyer, Elaine Morton; Dickson, Lou Ann S.; Kulhavy, Raymond W.

doi:10.1080/00220973.1990.10806528

Cited by 11 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast, interventions without provided notes require that, after pre-training or verbal instructions, students follow the imposed note-taking/-reviewing procedures only by their own efforts. This seems difficult once they establish their own styles (Thornton, Bohlmeyer, Dickson, & Kulhavy, 1990). As a consequence, pre-training or verbal instructions only may have been less effective in changing note-taking/-reviewing procedures.…”

Section: Discussionmentioning

confidence: 97%

Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review

Kobayashi

2006

Educational Psychology

144

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 97%

Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review

Kobayashi

2006

Educational Psychology

144

View full text Add to dashboard Cite

“…Second, in the investigation by Benton et al (1993), the subjects did not take notes on their own initiative, but were instructed by the researchers to take different kinds of notes, or no notes at all. Kardash & Amlund (1991) argued that experimenter-imposed strategies may be incompatible with the strategies subjects typically use, particularly when an instruction is vague and shortlived (Thornton, Bohlmeyer, Dickson & Kulhavy, 1990). Moreover, the impact of spontaneous study strategies on learning may be greater than that of imposed strategies, because learners have the freedom to use whatever strategies they find most effective (Wade & Trathen, 1989).…”

Section: Virpi Lahtinen Kirsti B N K a And Sari Lindblom-ylannementioning

confidence: 99%

Spontaneous study strategies and the quality of knowledge construction

Lahtinen

Lonka

Lindblom‐Ylänne

1997

Brit J of Edu Psychol

View full text Add to dashboard Cite

Background. Previous research indicates that generative study strategies (e.g., summarising, concept mapping) produce qualitatively better learning as compared to reproductive strategies (e.g., verbatim notetaking, underlining). In the present study it was assumed that the more generative study strategies used the better the learning outcomes would be. Aims. This study considered the role that spontaneously used study strategies play in knowledge construction, that is, learning the content matter from text and writing answers to short essay‐type tasks on this basis. Samples. The study was conducted among 502 applicants to a medical school during an entrance examination. Methods. One‐way multivariate analysis of variance (MANOVA) was used to examine the relationship between spontaneous study strategies and learning the content matter and writing performance. Results. As expected, it appeared that summarising and concept mapping were related to high scores in learning the content matter in most tasks. However, any type of overt notetaking activity was related to the good quality of written expression, measured as coherence in essay‐type answers. The subjects who did not produce any physical records while reading the text obtained the lowest scores on all measures. Conclusions. It was shown that generative study strategies were useful while learning from text, especially when application of knowledge was called for. Yet, more research on situations in which spontaneous study strategies are effective is needed in the future.

show abstract

“…I did not force the former group to use external strategies for two reasons. First, there is some evidence that study strategies are effective when used spontaneously more than when forced (Brown and Smiley 1978;Thornton et al 1990). Second, it was expected from prior findings (Kobayashi 2007b;Stahl et al 1996) that a large majority of students would spontaneously use external strategies while reading controversial texts.…”

Section: Methodsmentioning

confidence: 97%

Comprehension of relations among controversial texts: effects of external strategy use

Kobayashi

2008

Instr Sci

View full text Add to dashboard Cite

This study examined the effects of external strategy use on the comprehension of relations among controversial texts. About 80 undergraduates read six controversial texts for the purpose of either finding intertextual relations or forming their opinion about the controversial issue. Half of them were permitted to use external strategies, the other half were not. Results indicated that only when given a purpose of relation-finding did external strategy users perform better than non-users in the comprehension of intertextual relations. Readers with a purpose of relation-finding also outperformed readers with a purpose of opinion-forming when permitted to use external strategies. The use of external strategies had no influence on the recall of intratextual arguments, regardless of reading purpose. These results were discussed in terms of readers' use of external strategies to serve their reading purposes.

show abstract

Spontaneous and Imposed Study Tactics in Learning Prose

Cited by 11 publications

References 15 publications

Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review

Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review

Spontaneous study strategies and the quality of knowledge construction

Comprehension of relations among controversial texts: effects of external strategy use

Contact Info

Product

Resources

About