Effects of passage organization and note taking on the selection of clustering strategies and on recall of textual materials.

Schultz, C. Bertrand; Vesta, Francis J. Di

doi:10.1037/h0032651

Cited by 60 publications

(42 citation statements)

References 4 publications

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“…Finally, in a similar study (Schultz and DiVesta, 1972) involving a passage concerning characteristics of six imaginary countries, recall for name organization was better than for attribute organization, and either organization was better than none. In addition, as in Frase's studies, subjects were more likely to "cluster" by name in free recall, especially if they did not take notes during learning.…”

Section: Passage Organizationmentioning

confidence: 95%

The sequencing of instruction and the concept of assimilation-to-schema

Mayer

1977

Instr Sci

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The concept of assimilation-to-schema proposes that learning depends on three conditions: (1) the reception of the to-be4earned material, (2)the availability of a cognitive structure to which the new material may be assimilated, (3) the activation of the structure during learning. The concept provides weak (i.e., concerning amount of learning) and strong (i.e. concerning the structure of learning outcomes) predictions with respect to the effects of sequencing of instruction, ordering of instruction and organization of instruction. The present review demonstrates that studies of the role of instructional sequencing provide an important test of the assimilation-to-schema theory, and that many apparent inconsistencies in the literature may be better understood by an analysis of the internal assimilation process.The Concept of Assimilation-to-Schema

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Section: Passage Organizationmentioning

confidence: 95%

The sequencing of instruction and the concept of assimilation-to-schema

Mayer

1977

Instr Sci

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“…From these prose studies (Annis, 1979;Schultz and DiVesta, 1972;Shimmerlick and Nolan, 1976) and from a single lecture study (Howe, 1977), it is apparent that organized presentations facilitate notetaking and recall, that notetaking encourages organization, and that organization during notetaking increases achievement.…”

Section: Organization Of the Presentationmentioning

confidence: 99%

“…Apparently, the organization of the stimulus can affect both notetaking and achievement (Schultz and DiVesta, 1972). These researchers presented learners with prose passages that were organized by concept name, or by concept attribute.…”

Section: Organization Of the Presentationmentioning

confidence: 99%

Notetaking and review: The research and its implications

Kiewra

1987

Instr Sci

120

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Notetaking and review are positively related to academic achievement, but many students record too few notes to benefit funy from these activities. This paper presents ten factors that may constrain notetaking and review, and provides corresponding implications for improving these study behaviors and for conducting further research. Some instructional implications are that students should record more extensive and conceptual notes and that instructors can help students by organizing their presentations, reducing lecture rate, pausing for notetaking, emphasizing key ideas and encouraging alternate frameworks for notetaking and review. Instructors can also facilitate learning by providing learners with notes for review and with knowledge about testing. In addition, instructors should consider the cognitive processing differences among students because certain learners am likely to fred notetaking dysfunctional relative to other means of acquisition. The implications for research focus on determining the optimal notetaking and review activities.

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“…This is to be expected in a subject area in which meaning is clearly tied to a hierarchical sequence. While none of the studies cited a feedback mechanism, a study done by Schultz and DiVesta (1972) is unique in that students were allowed to take notes (an outside confirmation source). Again, while the emphasis was on the strategies employed with respect to organized materials, the researchers also observed that students taking notes modified the passages to suit their needs.…”

Section: Modification Of Current Feedback Strategies: a Text Synthesimentioning

confidence: 99%

Modification of Current Feedback Strategies: A Text Synthesis Approach.

Langer¹,

Keenan²

1984

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Effects of passage organization and note taking on the selection of clustering strategies and on recall of textual materials.

Cited by 60 publications

References 4 publications

The sequencing of instruction and the concept of assimilation-to-schema

The sequencing of instruction and the concept of assimilation-to-schema

Notetaking and review: The research and its implications

Modification of Current Feedback Strategies: A Text Synthesis Approach.

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