Advance organizers: Facilitators of recall

Corkill, Alice J.

doi:10.1007/bf01322394

Cited by 63 publications

(35 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Whatever form the MCQ takes, it provides students with an ongoing structure and guidelines for thinking about and reflecting on the assigned readings. The advantages of such guidelines are well documented (Ausubel 1960;Corkill 1992).…”

Section: Design and Flexibilitymentioning

confidence: 97%

A Need for Humor in Online Courses

James

2004

College Teaching

View full text Add to dashboard Cite

Section: Design and Flexibilitymentioning

confidence: 97%

A Need for Humor in Online Courses

James

2004

College Teaching

View full text Add to dashboard Cite

“…To our knowledge, there have been no studies using differently structured examples as advance organizers (for reviews, see Corkill 1992;Mayer 1979;Preiss and Gayle 2006). Studies investigating the effects of differently structured advance organizers using network structures (e.g., concept maps) indicated that more pre-structured network structures used as advance organizers outperformed less pre-structured network structures (Gurlitt and Renkl 2010).…”

Section: Advance Organizersmentioning

confidence: 98%

“…Instead, a more inclusive conceptualization of advance organizers including concrete examples presented before the main learning phase was proposed (e.g., see the review from Corkill 1992). As a working definition, examples are defined as instances that are representatives of a group or category (c.f., The American Heritage Ò Dictionary of the English Language).…”

Section: Advance Organizersmentioning

confidence: 99%

Differently structured advance organizers lead to different initial schemata and learning outcomes

et al. 2011

View full text Add to dashboard Cite

Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a text study phase, and a posttest. The results indicated that differently structured advance organizers lead to different proto-schemata before and different learning outcomes after the text study phase. The second experiment replicated and extended these findings with 53 mathematics students. As in experiment 1, three differently structured advance organizers were used; but to rule out alternative explanations, the sorting task between the advance organizer and the text study phase was omitted. The results showed strong beneficial effects of well-structured advance organizers on near and far transfer tasks. Taken together, both experiments support the claim that the structure of advance organizers has an effect on preliminary schemata and learning outcomes. On a general level, the results indicate that advance organizers can support the generation of proto-schemata and thus can be more than the activation of ''existing'' concepts in long-term memory. With regard to education, this implies that educators should not only think about whether prior domainspecific knowledge is present, but also about how to scaffold the generation of protoschemata at the beginning of instruction.

show abstract

“…The intent of presenting background information is usually to provide a foundation for subsequent learning of relevant content. Indeed, previous research has shown that various forms of background information can improve memory for subsequently presented text material (e.g., Anderson & Pichert, 1978;Bransford & Johnson, 1973;Corkill, 1992;Dinnel & Glover, 1985;Dooling & Lachman, 1971;Mannes & Kintsch, 1987;Mayer, 1983;Mishra & Brewer, 2003;Rawson & Kintsch, 2002;Slater, Graves, & Piché, 1985;Wiley & Rayner, 2000). However, although a sizeable amount of research has demonstrated that background information can improve memory for text material, many fewer studies have investigated how it is that presenting background information brings about these improvements in memory.…”

mentioning

confidence: 95%

Exploring Encoding and Retrieval Effects of Background Information on Text Memory

Rawson¹,

Kintsch²

2004

Discourse Processes

View full text Add to dashboard Cite

Two experiments were conducted (a) to evaluate how providing background information at test may benefit retrieval and (b) to further examine how providing background information prior to study influences encoding. Half of the participants read background information prior to study, and the other half did not. In each group, half were presented with background information at test. Background information at test improved recall for those who did not read information prior to study. Results from Experiment 2 suggested that this improvement was due to background information providing content cues to retrieve specific ideas from the text rather than topic cues to support top-down recall. Concerning encoding effects, secondary measures and construction-integration modeling of free recall support the hypothesis that background information presented prior to study influences the effectiveness of organizational processing during encoding.In many educational and professional training environments, instruction within a domain often begins with the presentation of background information. In general, background information involves the presentation of material prior to study of the to-be-learned content that provides information related to but not necessarily contained within that content. For example, background information may explicitly state new facts or ideas relevant to the text content (e.g., informational outlines, definitions, or instructed theories). Some forms of background information may support the activation of a reader's prior knowledge relevant to the text content (e.g., thematic titles, reading perspectives, or advanced organizers that provide DISCOURSE PROCESSES, 38(3),

show abstract

Advance organizers: Facilitators of recall

Cited by 63 publications

References 54 publications

A Need for Humor in Online Courses

A Need for Humor in Online Courses

Differently structured advance organizers lead to different initial schemata and learning outcomes

Exploring Encoding and Retrieval Effects of Background Information on Text Memory

Contact Info

Product

Resources

About