Summarization ability and text recall by novice studiers

Rinehart, Steven D.; Thomas, Karen F.

doi:10.1080/19388079309558130

Cited by 26 publications

(18 citation statements)

References 7 publications

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“…Summary writing involves choosing the main ideas of a text (Cho, 2012), reflecting on the ideas, decision making, and narrowing the information in a text (Rinehart & Thomas, 1993). Brown, Day, Roberta, and Jones (1983) contend that "the ability to work recursively on information to render it as succinctly as possible requires judgment and effort, knowledge, and strategies" (p. 977).…”

Section: Discussionmentioning

confidence: 99%

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Ashrafzadeh

Nimehchisalem

2015

JLTR

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Abstract-The ability to summarize and paraphrase written pieces is one of the essential skills tertiary level students need in order to succeed in their academic endeavor. It involves the process of decoding a text, and then re-encoding it by making changes to the structure and vocabulary of the original text while maintaining its content. The present study analyzes a group of tertiary level students' written samples to diagnose their main areas of difficulty in writing business report summaries. For this purpose, a sample of 69 samples was collected from an intact group of learners. Two raters used an analytic writing scale to score the samples individually. Based on the results, majority of the students (about 70%) achieved 'excellent to very good' scores for the 'content' of their written samples. However, regarding the 'organization' and 'vocabulary' of their written pieces, respectively 75% and 97% of these students scored 'Fair to poor'. 'Good to average' results were achieved for a majority of the students' 'language use' and 'mechanics' skills. The findings of the present study accentuate the urgent need for remedy courses to help these students improve their organization and vocabulary skills in ESL writing. Further research is necessary to diagnose the learners' difficulty areas in other genres of writing such as argumentative and narrative modes.Index Terms-summary writing, vocabulary knowledge, English as a second language writing, paraphrase, writing problems

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Section: Discussionmentioning

confidence: 99%

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Ashrafzadeh

Nimehchisalem

2015

JLTR

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“…Note-taking is a very general strategy that has been well studied in a number of traditional learning environments, such as classrooms and lectures. It frequently has been found to boost student performance on recall of information (e.g., Kiewra, 1985Kiewra, , 1989Rinehart & Thomas, 1993;Spires, 1993;Van Meter, Yokoi, & Pressley, 1994). However, little research has been done on the effects of note-taking in problem-solving environments.…”

Section: Introductionmentioning

confidence: 98%

Note-Taking for Self-Explanation and Problem Solving

Trafton

Trickett

2001

Human–Computer Interaction

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We explore the effects of interfaces to take notes on problem solving and learning in a scientific discovery domain. In 2 experiments (1 correlational, 1 experimental), participants solved a series of 5 scientific reasoning problems in a computer environment. We provided some participants with access to an online notepad and found 3 main results: (a) Using the notepad helped participants solve the problems more accurately; (b) the benefits of using the notepad persisted after participants had stopped using it; and (c) participants who used the notepad for problem solving and self-explanation learned more, regardless of the type of notepad interface that was provided. Implications for learning systems with online notepads are discussed.Greg Trafton is a cognitive scientist with an interest in HCI methods for improving learning environments and intelligent tutoring systems; he is a researcher at the Naval Research Laboratory. Susan Trickett is a doctoral student in cognitive psychology, with interests in the design of educational technology and science education; she is at George Mason University.

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“…In order for the SRI model to succeed, we followed the three stages of its implementation: 1) separating relevant, 2) analyzing the contents and 3) evaluating the material being learned (Mayer, 2002;Rinehart & Thomas, 1993). Aside from that, all the activities of the students were viewed in interaction (Bugg & McDaniel, 2012), which undoubtedly had positive effects.…”

Section: Discussionmentioning

confidence: 99%

“…This efficiency is more emphasized if students analyze and value the things marked as relevant, if they evaluate ideas (Mayer, 2002;Rinehart & Thomas, 1993). Our experimental research comprises all three levels of separating the relevant from the irrelevant.…”

Section: Introductionmentioning

confidence: 99%

Separating the Relevant From the Irrelevant: The Sri Learning Model

Suzić¹,

Jelić²,

Milivojac³

2013

sgia

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SUMMARYThe present study shows an experimental application of the SRI model of studying in teaching. We are talking about separating the relevant from the irrelevant, i.e. the SRI model which was applied in a group rotation experiment. Namely, the first group, which included the second, the third and the fourth class, applied the mentioned model for twelve lessons, and three parallel classes represented group K, which applied traditional teaching models. After the twelve lessons the effects of the SRI model in group E and traditional teaching in group K were measured. Then, the students from group K applied the SRI model for twelve lessons, and group E applied traditional teaching models. Again, with the completion of both, measurements were conducted once again. The measurement included students' motivation, the way they evaluated the material and how many important facts they memorized from the material. The results show that the application of the SRI model gives better effects when it comes to motivation, evaluation of the material and memorizing facts.

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Summarization ability and text recall by novice studiers

Cited by 26 publications

References 7 publications

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Note-Taking for Self-Explanation and Problem Solving

Separating the Relevant From the Irrelevant: The Sri Learning Model

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