The Effect of Prior Subject Matter Knowledge and Text Structure on the Organization of Text Information in Memory.

Autor/in	Lewis, Jed
Titel	The Effect of Prior Subject Matter Knowledge and Text Structure on the Organization of Text Information in Memory.
Quelle	(1978), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cluster Analysis; Concept Formation; Content Analysis; Content Area Reading; Cues; Higher Education; Knowledge Level; Learning Activities; Learning Processes; Learning Readiness; Memory; Organization; Pretesting; Pretests Posttests; Reading Rate; Research Reports; Textbook Content + Suchen Sie Ihr Suchwort? Clusteranalyse; Concept learning; Begriffsbildung; Inhaltsanalyse; Sinnerfassendes Lesen; Stichwort; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Lernaktivität; Learning process; Lernprozess; Lernbereitschaft; Gedächtnis; Organisation; Organisationsstruktur; Vortest; Reading readiness; Reading speed; Lesegeschwindigkeit; Research report; Forschungsbericht; Lehrbuchtext
Abstract	Four text passages varying along the dimensions of the number of propositions unifying one or more text paragraphs and text length were constructed. The text content pertained to nine concepts in the area of operant conditioning psychology. Fifty-eight university students were pretested and then blocked on prior text-related knowledge, and read one of the four passages. Sorting, verification, and posttest tasks were performed. Data were analyzed with hierarchical cluster analysis and with analyses of variance. W. Kintsch's hypothesis that the organization of text information in memory is a function of the degree of prior knowledge, the number of unifying text prepositions, and text length was given support. Reading times and the number of verification task errors significantly differed as a function of the number of unifying text propositions. Educational implications are discussed. (Author/RD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01