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1.
《Contemporary educational psychology》2001,26(3):418-428
This experiment addressed the question of how headings influence readers' memories for text content. College students read and recalled a 12-topic expository text. Half of the participants were trained to construct a mental outline of the text's topic structure as they read and then use their mental outlines to guide their recall attempts. The remaining participants did not receive such training. Half of the participants read a text containing headings before every subsection; the other half read the same text without headings. The results were that participants who received training and/or read the text with headings remembered text topics and their organization better than participants who received no training and read the text without headings. The results support the hypothesis that signals induce a change in readers' strategies for encoding and recalling text. 相似文献
2.
Orpha K. Duell 《Contemporary educational psychology》1984,9(2):162-170
The number of facts college students correctly recalled was not affected by whether they were provided goals which did or did not encourage them to reorganize the passage material they studied. This held both for learners asked to recall all facts they could and those asked to recall only a portion of the goal-targeted facts. Learners whose recall exhibited reorganization of passage material did not differ in number of correctly recalled facts from those who failed to reorganize the passage material. Learners were more apt to reorganize the text materials when asked to recall only a portion of the goal-targeted facts than when asked to recall all facts they could. Self-report data suggest learners primarily use goals to rehearse the targeted material only after they carefully read a study passage. 相似文献
3.
William N. Atkinson 《Journal of Experimental Education》2013,81(3):195-204
Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they received immediate and delayed tests to recall text items, map features, and feature locations. The students were also required to rate their confidence in each response. Students remembered more text features and were more confident of their responses when cued by icons plus labels and by icons only. Students in these groups also recalled more map features and their locations on a map reconstruction task. Memory for feature information and pictorial retrieval cues appeared to activate memory for nonfeature information contained in the text. 相似文献
4.
In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events. 相似文献
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Thomas Tretter Manuela Paechter Dennis Kubasko Alexandra Bokinsky Thomas Andre Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799
This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007 相似文献
7.
Two experiments examined the relative effects of questions requiring decisions, statements providing the decision information to students, questions not requiring decisions, and control procedures on students' memory for chemistry text reading materials. Experiment 1 employed immediate recall. The results of Experiment 1 indicated that students who made and justified decisions about the contents recalled significantly more information than students in any other condition. In addition, students who answered questions that did not require decisions recalled significantly more of the content than students in the control or the statements conditions. No other contrasts reached significance. Experiment 2 employed delayed recall assessed one week after reading. The results confirmed those of Experiment 1. The overall results of the study are discussed in terms of an elaboration perspective on memory. 相似文献
8.
《Contemporary educational psychology》1988,13(3):206-220
The memory performance of 7th- and 11th-grade students was examined as a function of instructional conditions on two different cued recall tasks. In addition, several metamemory measures were obtained to examine the relationship between metamemory and actual performance during adolescence. Seventh-grade students performed better with elaborative prompting instructions on the more difficult cued recall task. Eleventh-grade students, however, performed better with control instructions than with repetition instructions for both tasks, and performed as well as those with elaboration instructions on the less difficult list. On the more difficult list, those students with elaboration instructions recalled more nouns than those with control instructions. Eleventh-grade students also appeared to be more accurate in their prediction of performance, reported more elaboration-type strategies, and appeared to have more knowledge of memory variables than did 7th-grade students. 相似文献
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The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students. 相似文献
11.
The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each condition to focus on different categories of information within the same text. Relevant information took longer to read and was recalled and recognized better than nonrelevant information. Readers with higher verbal ability read faster and recalled and recognized more information correctly than did those readers with lower verbal ability. Results support the noncompensatory hypothesis, which states that relevance instructions and verbal ability make independent contributions to resource allocation and learning. Readers with lower verbal ability may need additional support even when given prereading relevance instructions. 相似文献
12.
Christine B. McCormick Joel R. Levin Frank Cykowski Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152
One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
13.
《The Journal of educational research》2012,105(10):363-365
AbstractHigh school students completed both multiple-choice and constructed response exams over an 845-word narrative passage on which they either took notes or underlined critical information. A control group merely read the text In addition, half of the learners in each condition were told to expect either a multiple-choice or constructed response test following reading. Overall, note takers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. Notetaking also required significantly more time than the other conditions. Underlining for a multiple-choice test led to better recall than underlining for a constructed response test. Although more multiple-choice than constructed response items were remembered. Test Mode failed to interact with the other factors. 相似文献
14.
Floris M. van Blankenstein Diana H. J. M. Dolmans Cees P. M. van der Vleuten Henk G. Schmidt 《Instructional Science》2011,39(2):189-204
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during
small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small
group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling
the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without
contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently
studied. After the discussion, all participants studied a text and answered questions that tested their recall of information
from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining
remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively
affects long-term memory. 相似文献
15.
We used an immediate recall paradigm to study the effects of list organization and semantic and grammatical features of printed stimuli on working memory capacity in deaf students with differing English language abilities. Thirty lists of five organizational types (random words, semantically related words, semantically paired words, scrambled sentences, and grammatical sentences) were presented to two groups of deaf students who differed in their proficiency in the English language. The students were required to recall the lists in writing. The results indicate that, overall, the students with higher levels of English language proficiency recalled significantly more than those with lower levels. Additionally, semantic and syntactic organization of the lists had different effects on the two groups of students. Semantic pairing aided the low-level group significantly more than the high-level group, whereas the syntactic organization of the grammatical sentences aided the high-level group significantly more. Implications for assessing language ability in deaf students are discussed. 相似文献
16.
Researchers have shown that experts and novices differ in their recall, representation, and analyses of problem situations. This study investigated whether such differences existed between novice and experienced high school teachers in their recall and analyses of problem events during interactive teaching. Experienced and inexperienced teachers (n = 10 in each group) completed cognitive ability tests and were interviewed after viewing three videotaped vignettes of interactive teaching. In contrast to novices, experienced teachers both recalled more classroom events and relied more on procedural knowledge and principles in analyzing classroom events. These differences may indicate that experienced teachers have better developed knowledge structures of “schemata” for classroom teaching than do novice teachers. 相似文献
17.
Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers completed either an explicit recall task (Experiment 1), an implicit word stem completion task (Experiment 2) or both tasks (Experiment 3). Our findings provide converging evidence that contextual and isolated word reading elicit different patterns of cognitive processing. Specifically, Experiments 1–3 demonstrated that words read in context were remembered similarly to words generated from definitions: words from both conditions were recalled more frequently in the surprise memory task and selected less often to complete the word stems in the implicit memory task. The opposite pattern was noted for words read in isolation. Reading in context is discussed in terms of its greater reliance on semantic processing, whereas isolated word reading is discussed in relation to perceptually driven processes. 相似文献
18.
The attentional effects of animation on the processing of information from node-link maps and text were explored. The authors randomly assigned college students to receive a static node-link map presentation (n =40), an animated node-link map presentation (n =37), a static text presentation (n =29), or an animated text presentation (n =27). The participants were asked to recall the information 48 hr later. The participants recalled more main-idea information from animated node-link maps than from static maps or animated text. There were no differences with regard to presentation or display format on the recall of microstructural information. 相似文献
19.
Patricia L. Hardré Ching-Huei Chen Su-Hua Huang Chen-Ting Chiang Fen-Lan Jen Leslie Warden 《Asia Pacific Journal of Education》2006,26(2):189-207
The purpose of this research is to investigate predictive relationships among student characteristics that influence motivation for learning and achievement. A non-Western sample was chosen to test the generalisability of findings outside the Western cultural and social models. The participants were 6,539 students from 14 public high schools distributed across the western half of Taiwan. They were from three grade levels, and were balanced in gender. Correlations, analysis of variance, and multiple regression analyses were conducted. Individual differences predicted classroom perceptions, and perceptions predicted motivation, as did goal structures and group differences. Findings can inform educational policy, as well as teacher professional development and practice. 相似文献
20.
教师自我表露教学效果的跨文化比较 总被引：1，自引：0，他引：1
以180名美国和509名中国师范生为研究对象,采用自编《教师自我表露教学效果问卷》调查和比较中美师范生对教师自我表露教学效果的理解。结果表明,中美师范生认为教师自我表露有助于师生关系的建立和师生之间的交流,对学生的学习具有积极的作用,并有助于促进学生的课堂参与。在"师生关系与师生交流","学生的学习效果"和"课堂参与"三个维度上,美国师范生的得分均显著高于中国师范生。建议在我国教师教育和培训中,注意引导师范生的自我表露意识,建议教师使用积极的自我表露,尽量避免消极的自我表露,采用与教学内容相关的自我表露,并控制自我表露的时间和内容,意识自我表露的数量,真正发挥自我表露作为教学工具的作用。 相似文献