Presentation Variables and Students' Activities in Meaningful Learning

Howe, Michael J. A.; Singer, Linda R.

doi:10.1111/j.2044-8279.1975.tb02295.x

Cited by 29 publications

(11 citation statements)

References 5 publications

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“…Rereading has usually served as a control for other procedures thought to increase comprehension and memory (T. H. Anderson, 1980). Interestingly, the majority of this literature has shown that rereading is as effective in increasing memory as is note taking, outlining, and summarization (T. H. Anderson, 1980;Haenggi & Perfetti, 1992;Howe & Singer, 1975). It is thought that these strategies facilitate memory by providing an external storage for later study.…”

Section: Discussionmentioning

confidence: 99%

“…Rereading is important because some of these processes cannot be easily accomplished with only one reading. Given the significance ofrereading in acquiring information from text (T. H. Anderson, 1980;Haenggi & Perfetti, 1992;Howe & Singer, 1975), it is important to examine rereading processes in detail so as to better understand the conditions under which both comprehension and memory can be enhanced.…”

Section: Discussionmentioning

confidence: 99%

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Resource allocation during the rereading of scientific texts

1998

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Two experiments examined how cognitive resources are allocated to comprehension processes across two readings of the same scientific texts, In Experiment 1, readers read and later reread texts describing scientific topics, The results indicated that across readings, readers decreased resources allocated to proposition assembly, increased resources allocated to text-level integration, and expended a similar amount of resources to lexical access, Subjects who reread the texts after a week delay showed a similar pattern, except that they did not show the increase for text-level integration. Experiment 2 revealed a similar pattern of results with a moving window procedure, except that there was a significant decrease in resources allocated to lexical access across exposures. This experiment also indicated that the rereading speedup was greatest at sentence boundaries, suggesting that the prior exposure enabled readers to immediately process each word. Overall, the results are consistent with the claim that readers allocate proportionally more available resources to text-level integration during rereading because proposition assembly, which enables text-level integration, can be completed with fewer resources.Readers typically require more than one reading to understand a difficult text. Students, for example, often read their texts multiple times in hope of increasing their comprehension. Theoretically, multiple readings should facilitate comprehension because there would be more than one opportunity to acquire information from the text. With each reading, the comprehender would be able to further elaborate, repair, verify, and strengthen the existing text representation. Therefore, if a process or operation is not completed during one reading, it might be completed during a subsequent reading. Empirically, processing times have been shown to decrease across repeated exposures (Kolers, 1976;Levy & Burns, 1990;Rothkopf, 1968), whereas the memory and the comprehension of the material increases (Bromage & Mayer, 1986;Mayer, 1983;Rothkopf, 1968). Although this body of research indicates that reprocessing facilitates comprehension, the exact nature of how comprehension changes across multiple readings is relatively unknown.The goal of the present research was to examine the on-line comprehension of scientific texts across two readings of scientific texts. We chose scientific texts because college students normally have difficulty comprehending these types of texts, and therefore would benefit from additional readings. The question of primary

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Resource allocation during the rereading of scientific texts

1998

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“…For example, Carrier (2003) surveyed students in college classes about their use of test preparation techniques and found that 65% of upper-level students reported rereading as the most commonly used study strategy. Other researchers have also found success in using rereading as a study method (Amlund, Kardash, & Kulhavy, 1986;Barnett & Seefeldt, 1989;Howe & Singer, 1975;Krug, Davis, & Glover, 1990;Mayer, 1983).…”

Section: Learning Strategies Used By College Studentsmentioning

confidence: 99%

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Renzulli¹

2015

NACADA Journal

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One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.

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“…Tactics such as notetaking or organizational strategies may simply be superfluous with a 300-word passage. This may be at least partially responsible for experiments which have failed to find facilitating effects for particular study tactices (e.g., Howe & Singer, 1975, who found no effect for notetaking) for which others have found support. Anderson and Armbruster (1982) have argued that giving students any type of information regarding the nature of the criterion test will facilitate performance.…”

Section: Passage Lengthmentioning

confidence: 83%

The effect of test expectation, subject matter, and passage length on study tactics and retention

Surber

1992

Reading Research and Instruction

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This experiment investigated the effects of length of passage, type of test readers were told to expect, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. College students read either a long or a short version of one of two passages then took a multiplechoice test containing main point and detail questions. Reading speed and highlighting were affected substantially by passage length. There was also a subject matter by length effect on retention. The study provides evidence that much of the previous reading comprehension research may not permit conclusions about studying textbooks for classroom type tests. Implications for further research are also discussed.

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Presentation Variables and Students' Activities in Meaningful Learning

Cited by 29 publications

References 5 publications

Resource allocation during the rereading of scientific texts

Resource allocation during the rereading of scientific texts

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

The effect of test expectation, subject matter, and passage length on study tactics and retention

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