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1.
This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic. Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers. Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational text readers. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications about eye-tracking methodology and the refutational effect are drawn.  相似文献   

2.
The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational text. Especially students who had naïve prior understanding regarding photosynthesis benefitted more from a refutational text. Thus, a refutational text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes.  相似文献   

3.
In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught.  相似文献   

4.
Abstract

This study investigated the effects of retelling (free recall) upon the comprehension and recall of text information for 93 fourth-grade students. Subjects were assigned randomly to one of two generative learning strategy treatment conditions: retelling or illustrating. Subjects participated in four training sessions and one test session. For each of the four training sessions subjects silently read a passage and then, according to treatment condition, either retold the important parts of the passage or illustrated the important parts of the passage. For the test passage all subjects silently read the passage, and then rendered a free recall. Two days later all subjects rendered a delayed free recall and answered 10 literal and 10 inferential questions about the test passage. Statistically significant differences were found on all measures of reading comprehension and recall (immediate free recall, two-day delayed free recall, and responses to literal and inferential questions) in favor of the subjects who received practice in retelling. The results suggest that retelling is a highly potent generative learning strategy and that retelling has direct, beneficial consequences for children's processing of subsequent text.  相似文献   

5.
Abstract

This study was undertaken to examine two fundamental questions related to the use of graphic organizer instruction with fifth-grade, normal-achieving students: (a) Does graphic organizer instruction facilitate comprehension, recall, and transfer of information contained in an expository textbook? and (b) To what degree is explicit instruction necessary for independent generation and use of graphic organizers by students? In four experimental conditions, participants read social studies information with or without the graphic organizer. The conditions were further separated by the presence or absence of explicit instruction. Participants in the control condition received traditional basal instruction, as prescribed by the teacher's manual of the district-adopted textbook. Participants in all groups performed comparably on acquisition and retention measures. However, when required to read and recall novel social studies content, participants receiving the graphic organizer and explicit instruction performed better on the measure of transfer than students who received traditional basal instruction did.  相似文献   

6.
The benefits of using a comprehensive annotation strategy (employing underlining/circling, making connections, asking questions, and making comments) with knowledge maps (spatial/verbal arrays) and traditional, linear text to improve free recall scores for learners with individual differences in vocabulary and comprehension ability were examined. Types and frequencies of annotations generated were also examined for each stimulus format condition. Multiple regression analyses indicate that the frequency of use of two component annotation strategies, asking questions and making connections, were significant predictors of recall scores, while frequency of underlining/circling and generating elaborations failed to predict recall scores. Text users generated more underlining/circling, while knowledge map users generated more connections between ideas, suggesting that knowledge maps may facilitate the application of more productive annotation strategies. Also examined were the interrelationships between vocabulary ability, comprehension ability, and free recall scores.  相似文献   

7.
An animated concept map is a presentation of a network diagram in which nodes and links are sequentially added or modified. An experiment compared learning from animated concept maps and text by randomly assigning 133 undergraduates to study 1 of 4 narrated animations presenting semantically equivalent information accompanied by identical audio narration. Two of the animations presented text; one with concurrent audio and another with delayed audio. Two of the animations presented concept maps; one in black and white and the other with nodes colored to represent semantic relatedness. The concept map groups outperformed the text groups on free recall (p < .05). The black-and-white concept map group outperformed the text groups on a multiple-choice knowledge test (p < .05). No advantages were statistically detected for color enhancements of the animated map. The results indicate that verbal information can be effectively communicated by learner-paced animated concept maps accompanied by audio narrations.  相似文献   

8.
The ability to interpret graphs is highly important in modern society, but has proven to be a challenge for many people. In this paper, two teaching methods were used to remediate one specific misinterpretation: the area misinterpretation of box plots. First, we used refutational text to explicitly state and invalidate the area misinterpretation of box plots. Second, we used multiple external representations (MERs): Histograms were used as an overlay on box plots in order to give students a better insight in the way box plots represent data distributions. Third, we combined refutational text and MERs. We found that refutational text was successful in improving students’ interpretation of box plots, but that the use of MERs did not improve students’ interpretation of box plots. The addition of MERs also did not increase the effect of refutational text.  相似文献   

9.
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (N = 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation prompts during subsequent practice, critical thinking instruction with activation prompts during subsequent practice, or no critical thinking instruction or prompts (control). In all conditions, practice was a within-subjects factor, some task categories present in the test were practiced on a business case, others were not. Participants in the instruction conditions significantly outperformed participants in the control condition on the immediate and delayed post-test, but only on the practiced task categories – with the exception of the self-explanations condition, which also showed a better performance than the control condition on not-practiced categories, though only on the immediate post-test. Dispositions (i.e., Actively Open-minded Thinking and Need for Cognition) predicted reasoning skills at pre-test but did not interact with instructions on post-tests performances.  相似文献   

10.
Abstract

High 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   

11.
Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.  相似文献   

12.
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   

13.
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14.
This study explored the role of learner-generated and instructor-provided visuals in learning from scientific text. 134 college students studied a lesson on the human circulatory system and then completed recall and transfer tests. Across two consecutive study periods, students were randomly assigned to either view a provided illustration twice (provided-provided), generate a drawing from the text and then revise their drawing (generated-revised), view a provided illustration and then generate a drawing (provided-generated), or generate a drawing and then view a provided illustration (generated-provided). Results indicated a group by learning outcome interaction: the generated-provided and provided-generated groups performed higher on the transfer test and lower on the recall test compared to the provided-provided group. Furthermore, spatial ability was positively associated with learning outcomes among students who generated drawings but not among students in the provided-provided group. Finally, the relationship between spatial ability and learning outcomes among students who generated drawings was mediated by drawing quality. These findings suggest that provided and generated visuals have unique effects on different learning outcomes, and spatial ability plays an important role in supporting learner-generated visuals.  相似文献   

15.
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   

16.
This study investigated the effects of organizational signals, need for cognition, and verbal ability on recall and recognition of information from an expository text. Ninety-two undergraduate students completed the Need for Cognition scale (Cacioppo, Petty, & Kao, 1984) and read a text that either: (a) contained organizational signals in the form of an overview, headings, and a summary or (b) contained no signals. Consistent with our primary hypothesis, there was a marginal tendency for organizational signals to interact with need for cognition to influence conditional recall of expository text information. Specifically, need for cognition was related marginally to conditional recall only in the "no signals" condition. Organizational signals, need for cognition, and verbal ability contributed significantly to prediction of performance on three measures of text recall. By contrast, performance on the recognition test was influenced by an interaction between organizational signals and verbal ability. Implications of the findings are discussed. Copyright 2000 Academic Press.  相似文献   

17.
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

18.
Effortful retrieval produces greater long‐term recall of information when compared to studying (i.e., reading), as do learning sessions that are distributed (i.e., spaced apart) when compared to those that are massed together. Although the retrieval and distributed practice effects are well‐established in the cognitive science literature, no studies have examined their additive effect with regard to learning anatomy information. The aim of this study was to determine how the benefits of retrieval practice vary with massed versus distributed learning. Participants used the following strategies to learn sets of skeletal muscle anatomy: (1) studying on three different days over a seven day period (SSSS7,2,0), (2) studying and retrieving on three different days over a seven day period (SRSR7,2,0), (3) studying on two different days over a two day period (SSSSSS2,0), (4) studying and retrieving on two separate days over a two day period (SRSRSR2,0), and (5) studying and retrieving on one day (SRx60). All strategies consisted of 12 learning phases and lasted exactly 24 minutes. Muscle information retention was assessed via free recall and using repeated measures ANOVAs. A week after learning, the recall scores were 24.72 ± 3.12, 33.88 ± 3.48, 15.51 ± 2.48, 20.72 ± 2.94, and 12.86 ± 2.05 for the SSSS7,2,0, SRSR7,2,0, SSSSSS2,0, STSTST2,0, and SRx60 strategies, respectively. In conclusion, the distributed strategies produced significantly better recall than the massed strategies, the retrieval‐based strategies produced significantly better recall than the studying strategies, and the combination of distributed and retrieval practice generated the greatest recall of anatomy information. Anat Sci Educ 10: 339–347. © 2016 American Association of Anatomists.  相似文献   

19.
The effects of varying placement of a review period and test expectancy on students' notetaking, review strategies, and performance on delayed free recall, application, and cloze tests were investigated. One hundred fifty-six undergraduates took notes on two texts with the expectation that they would be tested for quantity of information remembered from one text and for their ability to apply information from a second text. Students were assigned to one of five review conditions: (a) at acquisition, (b) 1 day after acquisition, (c) prior to test, (d) mental review prior to test, and (e) no review. Results revealed that placement of a review period influences free recall performance, but has no effect on cloze and application test performances. Contrary to prediction, varying expectancy did not enhance performance on criterion measures which matched students' expectancies compared to those which did not.  相似文献   

20.
This study was conducted to determine the effect of three variables on conceptual change in physics. Ninth and 10th-grade students who, despite instruction, still held nonscientific intuitive ideas about the motion of objects participated in viewing a demonstration, engaged in student-to-student discussion, and/or read a refutational text about Newton's laws of motion. Students (N = 310) were randomly assigned within classes to eight groups representing combinations of the three activities and participated in pretesting, instruction, and posttesting. Posttest results revealed that reading the refutational text helped students change their intuitive ideas to scientific ones, while seeing a demonstration affected how students interacted with group and text on some measures. Discussing ideas in a group did not lead to significant learning of scientific notions but, rather, caused students to be less influenced by either the demonstration or the text.  相似文献   

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