Literaturnachweis - Detailanzeige
Autor/inn/en | Glynn, Shawn M.; und weitere |
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Titel | Text-Comprehension Strategies Based on Outlines: Immediate and Long-Term Effects. |
Quelle | In: Journal of Experimental Education, 53 (1985) 3, S.129-35Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Advance Organizers; Higher Education; Long Term Memory; Reading Comprehension; Recall (Psychology); Short Term Memory; Undergraduate Students |
Abstract | College students were given a topically relevant or irrelevant outline and asked to generate propositions about the topics by drawing on existing knowledge prior to studying an instructional text. Results of conceptual clustering analyses suggest that organization was one of the mechanisms by which topical outlines increased meaningful text recall. (Author/DWH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |