Caption It! The Impact of Headings on Learning from Texts

Autor/inn/en	Prinz-Weiß, Anja; König, Aline
Titel	Caption It! The Impact of Headings on Learning from Texts
Quelle	In: Applied Cognitive Psychology, 37 (2023) 4, S.804-813 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prinz-Weiß, Anja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4076
Schlagwörter	Learning Processes; Captions; Layout (Publications); Memory; Accuracy; Metacognition; College Students; Reading Comprehension; Decision Making; Cognitive Ability + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Untertitel; Textgestaltung; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Leseverstehen; Decision-making; Entscheidungsfindung; Denkfähigkeit
Abstract	When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these processes. The results revealed that headings supported learners in comprehending the texts as well as in accurately judging their comprehension. The effects of headings on memory and judgment accuracy concerning memory were not significant. Moreover, headings affected learners' cognitive load. This study indicates the usefulness of including headings in texts to support learners' self-regulated learning from texts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01