Literaturnachweis - Detailanzeige
| Autor/in | Glynn, Shawn M. |
|---|---|
| Titel | Organizational Cues and Long-Term Elaborative Recall of Text. |
| Quelle | (1980), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Advance Organizers; Association (Psychology); Cognitive Processes; Comprehension; Cues; Learning Processes; Learning Theories; Memorization; Organization; Recall (Psychology); Retention (Psychology); Rote Learning |
| Abstract | The comprehension and recall of instructional text is heavily dependent upon the contexts in which information input and retrieval occur. College students (N=44) recalled the contents of a hierarchically structured text immediately after study and again six weeks later. Total meaningful recall was better when the superordinate concepts, or cues, activated prior to study were relevant rather than irrelevant to the content of the text. Total meaningful recall was best, however, when the relevant assimilatory cues were reinstated at the time of retrieval. These findings were generally consistent with the principle of encoding specificity. Clustering analyses of the ideational patterns that were present in recall protocols supported the view that organization was the mechanism underlying cue effects. Additional analyses indicated that the availability of cues at retrieval stimulated the importation (elaboration) of test-relevant ideas. This effect was most pronounced during long-term recall. Findings suggest that organizational activity can prompt appropriate transactions between what learners already know and what they are setting out to learn. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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