Effectiveness of highlighting for retention of text material.

Fowler, Robert L.; Barker, Anne S.

doi:10.1037/h0036750

Cited by 122 publications

(85 citation statements)

References 11 publications

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“…For instance, although studying with friends may have some benefits, students may not always collaborate appropriately when studying together. Also, highlighting by a textbook publisher or instructor can improve performance, but students' use of highlighting has been shown to yield mixed results, depending on the skill of the user (e.g., Bell & Limber, 2010;Fowler & Barker, 1974). Thus, at least some of these strategies may actually be relatively inert when used by typical students.…”

Section: Discussionmentioning

confidence: 99%

Study strategies of college students: Are self-testing and scheduling related to achievement?

2011

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) and Karpicke, Butler, and Roediger (Memory, 17:471-479, 2009), have surveyed college students' use of various study strategies, including self-testing and rereading. These studies have documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about self-testing, scheduling one's study, and a checklist of strategies commonly used by students or recommended by cognitive research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs. spacing) of study was associated with the use of fewer study strategies overall; and all students-but especially low performers-were driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement.

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Section: Discussionmentioning

confidence: 99%

Study strategies of college students: Are self-testing and scheduling related to achievement?

2011

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“…Numerous studies on text comprehension that have used memory performance (i.e., recall) as an indicator of attentional processing have consistently shown that cues improve the recall of the content they emphasize (Cashen and Leicht 1970;Dee-Lucas and DiVesta 1980;Fowler and Barker 1974;Hartley and Trueman 1985;Lorch and Lorch 1996). Memory for uncued content is unaffected (Foster 1979;Golding and Fowler 1992), inhibited (Glynn and DiVesta 1979), or sometimes even enhanced (Cashen and Leicht 1970).…”

Section: Guiding Attention To Essential Informationmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…The few studies conducted from the perspective of a subsequent reader have focused on the effects of annotations upon recall. These studies generally conclude that reading texts that have been highlighted by expert readers improves recall on the emphasized items [3,4,7,20].…”

Section: Introductionmentioning

confidence: 99%

Effects of annotations on student readers and writers

Wolfe¹

2000

Proceedings of the Fifth ACM Conference on Digital Libraries

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Recent research on annotations has focused on how readers annotate texts, ignoring the question of how reading annotations might affect subsequent readers of a text. This paper reports on a study of persuasive essays written by 123 undergraduates receiving primary source materials annotated in various ways. Findings indicate that annotations improve recall of emphasized items, influence how specific arguments in the source materials are perceived, decrease students' tendencies to unnecessarily summarize. Of particular interest is that students' perceptions of the annotator appeared to greatly influence how they responded to the annotated material. Using this study as a basis, I discuss implications for the design and implementation of digitally annotated materials.

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Effectiveness of highlighting for retention of text material.

Cited by 122 publications

References 11 publications

Study strategies of college students: Are self-testing and scheduling related to achievement?

Study strategies of college students: Are self-testing and scheduling related to achievement?

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

Effects of annotations on student readers and writers

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