Effects of motivation, subject activity, and readability on the retention of prose materials.

Fass, Warren; Schumacher, Gary M.

doi:10.1037/0022-0663.70.5.803

Cited by 25 publications

(15 citation statements)

References 12 publications

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“…Scientific and technical texts need domain specific knowledge, which is often uncommon, making the texts incomprehensible to those outside the domain. This argument is also confirmed by some other studies such as Woern [33], Pearson, Hanson and Gordon [34], Fass and Schumacher [35], etc. This evidence helps explain the low readability scores of high impact articles.…”

Section: Discussionsupporting

confidence: 82%

Are the abstracts of high impact articles more readable? Investigating the evidence from top research institutions in the world

Gazni

2011

Journal of Information Science

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This paper examines the abstracts of the articles of the five most cited institutions in the world to determine their text reading level. Around 260,000 articles were analysed during 2000-2009 and the Flesch reading ease (RE) formula was applied to calculate the difficulty level of the abstracts according to the readability scores. The present study tries to: determine the abstracts reading level; discover the difference in the abstracts reading level among various disciplines; check the changes in the reading level of the abstracts during the examined years; test the correlation between the readability of the abstracts and their scientific impact. The results revealed that the texts of the abstracts are very difficult to read. Although this fact is true for all disciplines, disciplines can be divided into two groups based on their reading level, with some clearly less readable than others. No considerable change was observed in the readability scores of the abstracts over the examined years. Although the results of this research indicate that academics always write their abstracts in a difficult manner, these findings may result from the limitations in the readability formulas. Some researchers argue that these formulas ignore the readers' prior knowledge, interest and motivation and, based on the findings, it is clear that academics do tolerate such apparently difficult texts (RE score).

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Section: Discussionsupporting

confidence: 82%

Are the abstracts of high impact articles more readable? Investigating the evidence from top research institutions in the world

Gazni

2011

Journal of Information Science

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“…It also indicated that the readability of a text is more important when interest is low than when it is high. The study by Fass and Schumacher (1978) supports this claim. Woern (1977) later showed that prior knowledge and beliefs about the world affected comprehension significantly.…”

Section: A Community Of Scholarssupporting

confidence: 57%

Terminologia e Acessibilidade: novas demandas e frentes de pesquisa

Finatto

Motta

2019

GTL

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O artigo apresenta o tema de pesquisa da acessibilidade textual e terminológica (ATT), o qual tem ocupado nosso grupo de investigação, em diferentes frentes, desde 2016, na linha de pesquisa “Lexicografia, Terminologia e Tradução” junto ao Programa de Pós-Graduação da Universidade Federal do Rio Grande do Sul. São analisados textos, discursos, terminologias, vocabulários e convenções de escrita de diferentes áreas do conhecimento tendo em mente subsidiar a facilitação da compreensão por parte de leitores brasileiros adultos de escolaridade limitada. O artigo sintetiza diferentes trabalhos do grupo de pesquisa visando a situar o tema em Terminologia e a convidar a quem se interessar pela temática a considerar suas várias possibilidades de exploração.

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“…Previous work has indicated that low motivation in a subject is correlated with a lack of achievement, so this association was not surprising (Fass & Schumacher, 1978;Ainley, 2006). But why were more students motivated to write well using the integrated format?…”

Section: Students' Self-reported Motivation Was Higher In the All-or-mentioning

confidence: 85%

An Integrated Approach to Improve the Scientific Writing of Introductory Biology Students

Morgan

Fraga

Macauley

2011

The American Biology Teacher

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We discuss a pedagogical strategy to improve the writing of laboratory reports. Our multipronged approach gauges students' comprehension beforehand, rewards early success, and focuses feedback on the most serious writing issues. In preliminary studies, more students were able to achieve our threshold for success in our introductory courses, and students reported being more motivated to write well.

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Effects of motivation, subject activity, and readability on the retention of prose materials.

Cited by 25 publications

References 12 publications

Are the abstracts of high impact articles more readable? Investigating the evidence from top research institutions in the world

Are the abstracts of high impact articles more readable? Investigating the evidence from top research institutions in the world

Terminologia e Acessibilidade: novas demandas e frentes de pesquisa

An Integrated Approach to Improve the Scientific Writing of Introductory Biology Students

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