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| Autor/inn/en | Brooks, Larry W.; und weitere |
|---|---|
| Titel | Instructing Students on the Use of Headings as Aids in Processing Scientific Text. |
| Quelle | (1981), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Style; Higher Education; Individual Differences; Language Processing; Learning Activities; Reading Instruction; Reading Processes; Recall (Psychology); Scientific Literacy; Group Embedded Figures Test |
| Abstract | The present study evaluated the effectiveness of embedded headings, with and without instructions on their usage, as processing aids for text material. It was expected that the Instructions/Headings group would outperform both the Headings Only and Control (no instructions or headings) groups, and that the performance of the Headings Only group would be superior to the Control group's. A 2,500-word prose passage extracted from an introductory college testbook on ecology was used as the to-be-learned material in this experiment. The Delta Vocabulary Test and the Group Embedded Figures Tests were used as measures of individual differences. Four dependent measures used to assess performance on the ecology passage were an essay exam, outline exam, short-answer exam, and multiple choice exam. Data were analyzed via six analyses of covariance. Results revealed that the Instructions/Headings group performed significantly better than the Headings Only and Control Groups on selected measures. No significant differences, however, were found between the Headings Only and Control conditions. In addition, it was found that field independent students outperformed field dependent students on a number of recall measures. Results are discussed in relationship to previous studies in this area. (Author/RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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