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1.
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
2.
Steven R Yussen Joel R Levin Thomas M DeRose Elizabeth S Ghatala 《Contemporary educational psychology》1976,1(2):170-179
Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications. 相似文献
3.
In three experiments we examined whether reader perspective on a long expository text could be manipulated such that increased text interest and enhancement of two comprehension outcomes would result. In Experiment 1 we verified the viability of a new text for experimental purposes. We then assigned readers a perspective before reading in Experiment 2 and after reading in Experiment 3. One primary research question addressed whether interest in a long expository text could be manipulated by assigning readers a perspective. We considered this to be an examination of purpose-driven interest ( Schraw & Dennison, 1994). As hypothesized, participants rated text segments as more interesting when the segments corresponded to their assigned perspective. In support of our second hypothesis, that recall would increase as a function of reader perspective, low to medium effects were found for both total number and depth of ideas recalled. We discuss implications of this work for understanding of the role of relevance in increasing recall. Implications for practice and future research are also discussed. 相似文献
4.
Kagan's Matching Familiar Figures Test was used to select 36 impulsive and 36 reflective children at each of three grade levels: kindergarten, second, and fifth. An incidental learning paradigm was used to assess the child's recall of central and incidental information. Reflective subjects recalled more central and incidental information than impulsives, suggesting that impulsives have difficulty encoding information for storage. Central recall increased with grade level but incidental learning remained constant, a finding consistent with the developmental trend found in previous investigations. A task order effect was found in the recall of central information with more errors made when the central recall task was presented after the incidental. This order effect may account for the higher central recall scores found in previous investigations. Other problems with the incidental learning paradigms raise questions about the validity of the task for inferring selective attention. Despite the problems associated with the task, the results offer further evidence to support the notion that impulsive and reflective children differ on dimensions other than response latency. 相似文献
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6.
In two experiments, subjects read prose materials with various organizations of the superordinate and subordinate conceptual structure of the passage. Variables included organizational salience, massed versus distributed repetition of the passage, nature of the cueing at recall, and number of exposures. In Experiment I, distributed repetition resulted in superior recall, extending the generality of that effect to prose materials; and an advance organizer treatment resulted in lower recall for scrambled materials, contrary to Ausubel's (1960) cognitive theory. High ability subjects recalled more categories than low ability subjects, but the same amount of within-category information. In Experiment II, materials which increased the salience of the organizational structure of the passage were better recalled than scrambled materials after three exposures, or on a test which cued the major categories in the passage. Cueing was detrimental to performance for subjects reading the scrambled passage. Results are discussed in terms of implications for educational practice. 相似文献
7.
The use of visualisation techniques in teaching has enabled students to improve their memory and comprehension of written narratives. Psychological research reveals how various factors can influence visualisation and learning, including; adopting a character’s perspective; constructing self-related images; multi-sensory text representing episodic events; and imagery ability. These factors were explored using narratives that represented real events, which contained subjective and objective information. University students (age range 18–25 years) recalled the narratives in a first person, third person and neutral perspective. In the first person perspective, information was connected to their sense of ‘self’, which improved memory. Additionally, the first person perspective improved memory for subjective and objective information for high imagery ability individuals and subjective information for low imagery ability individuals. Overall, the findings suggest that visualisation, first person perspective and narratives representing real experiences improve memory and comprehension. Implications for practice are also discussed. 相似文献
8.
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
9.
Kristin Ritchey Jonathan Schuster Jaryn Allen 《Contemporary educational psychology》2008,33(4):859-874
Two questions regarding signals’ influence on memory were examined. First, the relationship between headings and text was manipulated to determine whether headings serve as visual cues, directing readers to recall all subsequent information, or content-specific cues, directing readers to recall only to certain information. Second, distance between headings and signaled information was manipulated to determine the extent to which headings focus readers’ recall. College students read a multiple-topic expository text. Free recall for main topics was facilitated by being related to headings and being close to headings and inhibited by being unrelated to headings and distant from headings. Conditional recall (recall of subordinate information pertaining to a main topic) was not affected by either relatedness of heading or distance. Results are consistent with research showing signals’ mixed influence on recall and suggest relation and distance as factors to consider when writing and reading exposition. 相似文献
10.
《The Journal of educational research》2012,105(2):61-64
AbstractIn meaningful learning tasks the acquisition process is influenced by the way in which the individual learner interprets and encodes the material. Early attempts to recall written materials largely determine subsequent retention, even when the learner's errors are corrected. To provide an indication of how information was interpreted and encoded by learners, adult students were asked to write notes on a meaningful prose extract they heard, and they were later asked to attempt recall. Whereas the meaningful items recorded in a subject's notes had a .34 probability of recall one week later, items not recorded in notes were recalled on only .047 of occasions, suggesting that the notes learners make provide a useful indication of the products of individual encoding processes In meaningful verbal learning and memory. 相似文献
11.
Research on gender-schematic processing has shown that children often forget and/or distort counterstereotypic information. This process may in part explain the limited impact of past intervention efforts in which children were simply exposed to counterstereotypic information. Here we attempt to reduce schematic-processing distortions by first teaching children decision rules about occupational sorting based not on gender but rather on interests and skills. It was hypothesized that this intervention would lead to greater flexibility in children's beliefs about what men and women can do. Assuming this effect was found, the study was designed to provide an experimental test of the hypothesized relation between attitudes and memory that had been demonstrated only correlationally in previous research. As predicted, the experimental intervention with elementary school children led to a reduction of occupational stereotyping. Children's own occupational aspirations were not, however, significantly affected. Consistent with the hypothesized effect of attitudes on memory, children in the experimental intervention showed superior recall of counterstereotypic information in a later memory test. Results are discussed with respect to the utility of cognitive-developmental theory for planning and evaluating future interventions. 相似文献
12.
A comparison of updating processes in children good or poor in arithmetic word problem-solving 总被引：2，自引：0，他引：2
Maria Chiara Passolunghi Francesca Pazzaglia 《Learning and individual differences》2005,15(4):257-269
This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory and Cognition, 29, 344–354.]. The participants listened to wordlists, each comprising 12 words referring to objects or animals of different sizes. At the end of each list participants were asked to recall the 3 or 5 words denoting the smallest objects/animals in the list. Results show that poor problem-solvers recalled fewer correct words and made more intrusion errors (recall of non-target words) than good problem-solvers. Results support the hypothesis that the ability to select and update relevant, and suppress irrelevant information, is related to problem-solving, even when the influence of reading comprehension is controlled for. With reference to Baddeley's, and other recent WM models [Miyake, A., and Shah, P. (Eds.), (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press.], our results point to the idea that problem-solving relies on the central executive for processing and updating information contained in the problems. 相似文献
13.
《Learning and individual differences》2000,12(2):131-143
The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive storage) and working memory (maintenance and processing) and memory for relevant and irrelevant information after reading a passage. Poor comprehenders produced more intrusion errors in a working memory task and recalled more irrelevant information from the passage. The presence of irrelevant information in recall suggests that poor comprehenders are less efficient in reducing the activation (suppression) of information, which is no longer relevant. A year-long longitudinal study was conducted to investigate the influence of suppression efficiency in reading comprehension. Intrusion errors were shown to be a good predictor of comprehension performance 1 year later. Suppression mechanisms seem to play an important role in working memory by reducing interference and improving the processing and maintenance of relevant information in order to build a coherent representation during reading comprehension. 相似文献
14.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
15.
Rebecca D. Ray Amy L. Shelton Nick Garber Hollon Bethany D. Michel Carl B. Frankel James J. Gross John D. E. Gabrieli 《Child development》2009,80(4):1232-1242
Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close others. To test developmental hypotheses concerning the self, this study examined the relation of memory for self- and mother-referentially processed information in participants age 7–13 years (Experiment 1: N = 37; Experiment 2: N = 14). Memory for words encoded with reference to oneself increases with age, relative to memory for words encoded with reference to one's mother. When used as an individual difference measure, the difference in self versus mother memory correlates with regions of the rostral anterior cingulate associated with affective salience. 相似文献
16.
A concurrent speaking paradigm was used to assess the importance of subvocalization during the reading of lengthy natural prose passages. Experiment 1 showed that having subjects count aloud while reading interfered with their comprehension and recall of the text's details as well as its gist, but did not affect the durability of the memory trace. Experiment 2 replicated these findings and established the validity of using concurrent speaking as a technique to interfere with speech-specific processes during silent reading. By pitting concurrent speaking against a nonverbal concurrent task, Experiment 2 provided evidence that its detrimental effect on comprehension was due to a competition for speech-related resources rather than a general competition for cognitive resources. Interfering with speech recoding during silent reading led to an average decrement of 10–12% in comprehension performance. However, Experiment 2 also showed that there were substantial individual differences in the magnitude of the speech interference effect and that these differences were systematically related to subjective reports about the concurrent speaking manipulation. 相似文献
17.
The current experiments systematically examined semantic content integration as a mechanism for explaining source inattention and forgetting when reading-to-remember multiple texts. For all 3 experiments, degree of semantic overlap was manipulated amongst messages provided by various information sources. In Experiment 1, readers’ source recognition was significantly poorer when the sources presented semantically-congruent compared to semantically-distinct messages. Experiment 2 replicated the findings, despite half of the participants receiving a pre-reading warning. Experiment 3 extended the examination to include longer argument-based texts; readers additionally wrote a comprehensive essay on the topic. The results indicated longer reading times and better recall memory for the claims and evidence statements from semantically-congruent compared to semantically-distinct texts, while still reproducing the poorer source recognition effects of Experiments 1 and 2. We discuss implications for contemporary accounts of multiple text comprehension as well as directions for future research. 相似文献
18.
This article addresses the broad issue of how research information can be integrated into the policy and decision processes of educational systems. Our specific foci here is on one type of educational system -- school districts; on research designed to answer specific questions for that district; and, on one major element of the research process -- dissemination. This paper draws heavily upon our experiences in a large, urban American school district, where we work on the problem of how to improve the system's evaluation research capability. This work began in 1978 and continues today. This article has four major section. Background is provided on the nature of the collaboration with the school district. Then, basic strategies for conducting decision-oriented educational research that have emerged from the work are described briefly. This is followed by a discussion of the broad issue of research use. The final section is a detailed review of what we have learned about the relationship between dissemination and utilization. 相似文献
19.
This study makes use of the “levels effect” in prose recall to increase older adults' recall of important medical information. Seventy older adults (over 65) read and recalled two passages containing medical information about hypertension and arthritis. Half of the adults read the passages in which the text structure had been revised so that target ideas (identified as important by physician consultants) were located at the highest levels of the content structure. Recall of target ideas, details, and total number of ideas were investigated. Results showed an increase in recall of target ideas for the revised passages. Education, medical condition, and age also affected recall to differing degrees depending on the measure studied. The results indicate that older adults remain sensitive to differences in prose structure and that their memory for important information can be improved by use of principles developed with younger subject groups. 相似文献
20.
Joel R. Levin Jill K. Berry 《Educational technology research and development : ETR & D》1980,28(3):177-185
It has been shown that pictures greatly facilitate children’s recall of story information, But will they have the same positive effect when the passages to be recalled are more directly educational? In these experiments, both single pictures illustrating the passage’s main idea and a group of pictures, one illustrating each sentence, helped fourth graders recall the illustrated content of newspaper articles. 相似文献