Typographic Cueing as an Aid to Learning from Typewritten Text

Coles, Peter; Foster, Jeremy J.

doi:10.1080/1355800750120206

Cited by 18 publications

(7 citation statements)

References 6 publications

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“…Various types of typographical cues have been investigated, including underlining (Cashen and Leicht, 1970;Coles and Foster, 1975;Crouse and Idstein, 1972;Glynn and DiVesta, 1979;Klare, et al, 1955;Nist and Hogrebe, 1987;Proger et al, 1973;Rickards and August, 1975), color variation (Fowler and Barker, 1974;Hershberger, 1964;Hershberger and Terry, 1965), and capitalization (Foster, 1979). Various types of typographical cues have been investigated, including underlining (Cashen and Leicht, 1970;Coles and Foster, 1975;Crouse and Idstein, 1972;Glynn and DiVesta, 1979;Klare, et al, 1955;Nist and Hogrebe, 1987;Proger et al, 1973;Rickards and August, 1975), color variation (Fowler and Barker, 1974;Hershberger, 1964;Hershberger and Terry, 1965), and capitalization (Foster, 1979).…”

Section: Typographical Cuesmentioning

confidence: 99%

Text-signaling devices and their effects on reading and memory processes

1989

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onSignals are writing devices that emphasize aspects of a text's content or structure without adding to the content of the the text. Findings are reviewed for studies of several different types of signaling devices, including: titles, headings, previews, overviews, summaries, typographical cues, recall sentences, number signals, importance indicators, and summary indicators. Most investigations have examined how the presence of signals in a text affects subsequent memory for the text. Virtually all types of signals produce better memory for information they cue in a text, whereas memory for unsignaled information often is unaffected. Less attention has been directed to signaling effects on other cognitive processes, such as attention, basic reading processes, and comprehension. It is argued that an understanding of how signals influence these processes will contribute to the application of signaling research to reading and writing instruction and to our general understanding of reading.

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Section: Typographical Cuesmentioning

confidence: 99%

Text-signaling devices and their effects on reading and memory processes

1989

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“…Highlighting (or cueing) of text is a valuable way to emphasize key words or make ideas stand out for the reader (Crouse and Idstein 1972, Fowler and Parker 1974, Coles and Foster 1975, Foster and Coles 1977, Eggan and others 1978. Highlighting has been shown to be an effective way to increase recall of information (Rubens and Rubens 1988) and to make the text more accessible to readers with a selective interest (Foster 1979).…”

Section: Highlightingmentioning

confidence: 98%

The typography of environmental impact statements: Criteria, evaluation, and public participation

Gallagher

Jacobson

1993

Environmental Management

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/ Guidelines for implementation of the National Environmental Policy Act state that environmental impact statements (EISs) shall use "appropriate graphics." We examined one component of graphics, typography, identifying applicable criteria from the literature and applying them to 150 EISs prepared by seven agencies. We found that the EISs ranged widely in typographic quality. The average EIS met fewer than seven of ten criteria; 12% were considered unreadable. The results suggest that weak typography may seriously limit public review of EISs. Agencies are encouraged to make typography a serious component of their public participation programs.

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“…In Table 1, for instance, three of the six studies reported used a test that measured only the effects of underlining on the cued items (3,8,9) and one other measured only these and adjacent items (6). Furthermore , it is not clear from the Cashen and Leicht paper (6) whether the experimenters actually prevented students from doing their own underlining.…”

mentioning

confidence: 93%

“…In the first column of Table 1 are examples of method ii (8) , method iv (9,12), and method v (6). In the first column of Table 2 are examples of methods i (I, 26) and v (10).…”

mentioning

confidence: 99%