Underlining Can Make a Difference—Sometimes

Hartley, James; Bartlett, Sally; Branthwaite, Alan

doi:10.1080/00220671.1980.10885239

Cited by 43 publications

(28 citation statements)

References 23 publications

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“…Prior results have been mixed as to whether font emphasis actually improves learning from a text (for review, see, Hartley, Bartlett, & Branthwaite, 1980). The present data suggest that one reason for these mixed results may be that font emphasis can have a relatively nuanced effect on comprehension, helping readers to encode only certain kinds of information and benefiting only certain kinds of mnemonic decisions.…”

Section: Discussionmentioning

confidence: 99%

What happened (and what did not): Discourse constraints on encoding of plausible alternatives

Fraundorf

Benjamin

Watson

2013

Journal of Memory and Language

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Three experiments investigated how font emphasis influences reading and remembering discourse. Although past work suggests that contrastive pitch contours benefit memory by promoting encoding of salient alternatives, it is unclear both whether this effect generalizes to other forms of linguistic prominence and how the set of alternatives is constrained. Participants read discourses in which some true propositions had salient alternatives (e.g., British scientists found the endangered monkey when the discourse also mentioned French scientists) and completed a recognition memory test. In Experiments 1 and 2, font emphasis in the initial presentation increased participants’ ability to later reject false statements about salient alternatives but not about unmentioned items (e.g., Portuguese scientists). In Experiment 3, font emphasis helped reject false statements about plausible alternatives, but not about less plausible alternatives that were nevertheless established in the discourse. These results suggest readers encode a narrow set of only those alternatives plausible in the particular discourse. They also indicate that multiple manipulations of linguistic prominence, not just prosody, can lead to consideration of alternatives.

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Section: Discussionmentioning

confidence: 99%

What happened (and what did not): Discourse constraints on encoding of plausible alternatives

Fraundorf

Benjamin

Watson

2013

Journal of Memory and Language

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“…Some studies have found increased performance on comprehension measures when readers studied materials containing experimenter-provided underlining (e.g., Cashen & Leicht, 1970;Fowler & Barker, 1974;Hartley, Bartlett, & Branthwaite, 1980). In general, researchers who have found a benefit of text marking have argued that it leads to enhanced recall because it makes material distinct (Cashen & Leicht, 1970;Nist & Simpson, 1988).…”

mentioning

confidence: 96%

Reading Skill, Textbook Marking, and Course Performance

Bell

Limber

2009

Literacy Research and Instruction

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“…For example, Hartley, Bartlett, and Branthwaite (1980) found 6 studies that produced "positive effects," 13 studies that produced "neutral effects," and 0 that produced "negative effects." This box-score approach, however, fails to adequately examine or evaluate the cognitive processes that may be influenced by underlining.…”

Section: Elaborated Comments (Integration Process)mentioning

confidence: 96%