Utilizing intact and embedded headings as processing aids with nonnarrative text

Holley, Charles Elmer; Dansereau, Donald F.; Evans, Selby H.; Collins, Karen W.; Brooks, Larry W.; Larson, David

doi:10.1016/0361-476x(81)90003-5

Cited by 29 publications

(21 citation statements)

References 21 publications

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“…Several recent studies have reported facilitative effects of headings on various types of recall performance (e.g., Dee-Lucas & Di Vesta, 1980;Hartley, Kenely, Owen, & Trueman, 1980;Hartley, Morris, & Trueman, 1981;Hartley & Trueman, 1983Holley, Dansereau, Evans, Collins, Brooks, & Larson, 1981). These findings have in turn been complemented by results showing a significant positive effect of headings on multiple-choice test performance (Brooks, Dansereau, Spurlin, & Holley, 1983, exp.…”

mentioning

confidence: 55%

Reading for a Multiple-Choice Test: Headings as Schema Activators

Wilhite

1988

Journal of Reading Behavior

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This experiment investigated the effect of headings on memory as a function of the reader's preexisting knowledge about the passage topic. Fifty-five of the 116 college student subjects read a 1,760-word passage on human sexuality with headings present, and the other 61 subjects read the passage with the headings removed. An analysis of the scores on the multiple-choice retention test revealed that the only significant facilitative effect of the headings was in the answering of main-idea retention test questions by subjects with high preexisting knowledge about the topic, as assessed by a pretest, p<.05. Thus, the results suggest that headings facilitate recognition memory by activating schemas and that such an organizational effect of headings is more likely to benefit main-idea information than detail information.Several recent studies have reported facilitative effects of headings on various types of recall performance (e.g.,

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confidence: 55%

Reading for a Multiple-Choice Test: Headings as Schema Activators

Wilhite

1988

Journal of Reading Behavior

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“…cued recall, recognition, summarization, free recall scored for specific content) consistently have found better memory when headings are present than when they are absent from a text (Brooks et al, 1983;Dee-Lucas and DiVesta, 1980;Doctorow et al, 1978;Hartley and Trueman, 1985;Holley et al, 1981). Headings may be expected to influence memory in a variety of ways, some of which have been investigated.…”

Section: Headingsmentioning

confidence: 99%

“…The issues concern whether the effects of headings depend upon the following: reader ability (Doctorow et al, 1978;Hartley and Trueman, 1985;Klare et al, 1958); developmental level of the reader (Hartley and Trueman, 1985); text difficulty Standal, 1986, 1987); location of headings (Hartley and Trueman, 1985); form of headings (Doctorow et al, 1978;Hartley et al, , 1981Hartley and Trueman, 1985); or time of testing (Brooks et al, 1983;Hartley et al, , 1981Holley et al, 1981). The issues concern whether the effects of headings depend upon the following: reader ability (Doctorow et al, 1978;Hartley and Trueman, 1985;Klare et al, 1958); developmental level of the reader (Hartley and Trueman, 1985); text difficulty Standal, 1986, 1987); location of headings (Hartley and Trueman, 1985); form of headings (Doctorow et al, 1978;Hartley et al, , 1981Hartley and Trueman, 1985); or time of testing (Brooks et al, 1983;Hartley et al, , 1981Holley et al, 1981).…”

Section: Headingsmentioning

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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“…Although headings do not always lead to improved ee recall (Lorch & Lorch, 1996b), several studies have found that recall of text is better if the text contains headings than if the text does not contain headings (Holley et al, 1981;Krug et al, 1989;Lorch & Lorch, 1996a;Sanchez, Lorch & Lorch, 2001). The presence of headings also aids summarization (Brooks et al, 1983;Holley et al, 1981;Hyönä & Lorch, 2004;Krug et al, 1989;Lorch & Lorch, 1996a;Lorch et al, 2001;Sanchez, Lorch & Lorch, 2001) and outlining om memory (Brooks et al, 1983). When the research on headings is combined with similar research on the eff ects of other structure-emphasizing signaling devices (e.g.…”

mentioning

confidence: 99%

“…Two lines of research on the topic can be identifi ed. Within educational psychology, researchers have been primarily interested in the possibility that well-constructed headings might facilitate learning om text (Brooks et al, 1983;Hartley & Trueman, 1983;Holley et al, 1981;Krug et al, 1989). If principles of heading construction and placement can be identifi ed that consistently improve learning om textbooks then authors can write more eff ectively to the benefi t of student learning.…”

mentioning

confidence: 99%