Text organization and learning goals.

Gagné, Ellen D.; Rothkopf, Ernst Z.

doi:10.1037/h0076617

Cited by 40 publications

(33 citation statements)

References 4 publications

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“…In addition, the fact that these tasks, and not other survey perspective tasks, showed goal effects supports an attentional role in goal-directed processing (Gagne & Rothkopf, 1975;Goetz, Schallert, Reynolds, & Radin, 1983;Pichert & Anderson, 1977;Rothkopf & Billington, 1979). If goal-directed processing affected schema instantiation, effects should have been seen for other survey tasks, indicating a broader survey perspective schema.…”

Section: Discussionmentioning

confidence: 99%

Goal-specific influences on the representation of spatial perspective

1999

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In two experiments, subjects learned an unfamiliar campus environment, either by studying a map or by navigating. During acquisition, the subjects had one of two spatial goals: to learn the layout of the building (survey goal) or to learn the fastest routes between locations (route goal). Spatial memory was tested with several tasks, some assessing survey perspective processing and some assessing route perspective processing. Results indicate multiple influences on the representation of spatial perspective. Learning condition influenced performance. Individuals studying maps gave more accurate responses to some survey perspective tasks, whereas individuals navigating gave more accurate responses to some route perspective tasks. Spatial goals also influenced performance. Having a route goal enhanced performance on route perspective tasks; having a survey goal enhanced performance on survey perspective tasks. These findings are discussed in the context of research indicating flexibility when processing spatial perspective. Individuals can use spatial information from different perspectives, often doing so in a goal-directed manner.Negotiations ofour environment, such as walking across campus, riding a bike home, or driving to a new destination, require complex spatial information. This information can come from different sources-including exploration, maps, and verbal descriptions-and can be isomorphic, but the sources differ in ways that may impact how we mentally represent the information. Primary differences between spatial information sources fall into two categories: the symbolic nature of the information and the spatial perspective imparted, either route or survey. We will concentrate on the latter. The purpose of the present research is to examine the influence of perspective-based goals (survey and route) on spatial memory from different information sources (maps and navigation). These effects will be examined, using a number of different spatial tasks.Maps and navigation impart different types of spatial information, most notably the spatial perspective. Perspective generally reflects the viewpoint taken on the environment, either within (route perspective) or above (survey perspective). Other types of knowledge gained through maps and navigation contribute to the overall sense of each perspective, including the reference system for locating new landmarks, whether the orientation is stable or changing, and the amount of information available at a given time. Exploration of an environment provides route information, the characteristics of which include a within-environment viewpoint, a viewer-centered

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Section: Discussionmentioning

confidence: 99%

Goal-specific influences on the representation of spatial perspective

1999

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“…Examples of specific relevance instructions include reading to answer pre-reading questions or objectives (Duchastel & Brown, 1974;Duell, 1974;Frase & Kreitzberg, 1975;Gagne & Rothkopf, 1975;Kaplan, 1974;Kaplan & Rothkopf, 1974;McCrudden et al, 2005;Peeck, 1970;Reynolds, Trathen, Sawyer, & Shepard, 1993;Rothkopf & Billington, 1975a,b, 1979Rothkopf & Kaplan, 1972, 1978, use of inserted questions (Lapan & Reynolds, 1994;Lorch, Lorch, Gretter, & Horn, 1987a;Reynolds, 1992;Reynolds & Anderson, 1982;Reynolds, Standiford, & Anderson, 1979;Rickards & Di Vesta, 1974;Rothkopf & Billington, 1974;Shavelson, Berliner, Ravitch, & Loeding, 1974;Swenson & Kulhavy, 1974;van den Broek, Tzeng, Risden, Trabasso, & Basche, 2001), and answering explanatory "why" questions (van den Broek et al, 2001;Ozgungor & Guthrie, 2004;Seifert, 1993Seifert, , 1994Willoughby, Wood, Desmarais, Sims, & Kalra, 1997;Willoughby, Wood, & Khan, 1994). Pre-reading questions or objectives are examined prior to reading whereas inserted questions are interspersed throughout a text.…”

Section: Specific Relevance Instructionsmentioning

confidence: 99%

Relevance and Goal-Focusing in Text Processing

2006

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This article reviews the role of relevance in text processing. It argues that relevance instructions provided by instructors and texts help readers identify text segments that are germane to a reading goal. A taxonomy of relevance instructions is presented and four basic types of relevance manipulations are considered (i.e., targeted segments, elaborative interrogation, perspective, and purpose). This article also describes a four-stage goal-focusing model to explain how relevance affects attention allocation and text understanding. Directions for future research and educational implications are also discussed.

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“…Rothkopf and Billington, 1975), much is also carried out with older secondary school children (e.g. Gagn6 and Rothkopf, 1975) and with adults (e.g. Chapanis, 1971;Wright, 1977).…”

Section: Differences In the Populations Studiedmentioning

confidence: 99%

“…non-meaningful) or discovery learning was involved. It was a similar technique that led Gagn6 to propose the existence of eight different kinds of learning that people might engage in (Gagn6, 1975). Indeed even within the area of instrumental conditioning a strong case has been made for the advantages of continually applying taxonomic revision on the bases of the effects of particular independent variables (e.g.…”

Section: The Need For Taxonomiesmentioning

confidence: 99%

Feeding the information eaters: Suggestions for integrating pure and applied research on language comprehension

Wright

1978

Instr Sci

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This paper examines the current relation between pure and applied research on the comprehension of written information. It finds few points of contact. The suggestion is put forward that greater interaction could be mutually profitable. An information flow among researchers is proposed that starts with applied solutions to practical problems, continues through pure explanations of why these solutions are successful, and so enables the refinement of the original applied solutions. Because such an information flow begins with applied solutions, some of the problems of systematizing the findings of applied research are discussed. There can never be an applied theory of communication that specifies precisely how to design written information. Therefore a proposal is put forward for applying "quality-control" procedures to the preparation of documents. Such procedures indicate that several different kinds of research are necessary for determining the content, optimising the format and evaluating the effectiveness of written communications. The desirability of interactions among those who carry out these different kinds of research is discussed. Finally, the criteria for evaluating research in general are considered. The categorisation of particular studies as either useful or useless is found to be inappropriate. mmm * Thanks are due to Drs John Morton and John Marshall both for providing the incentive to put these thoughts in writing and for their advice and encouragement during the preparation of the paper. Many helpful comments on an earlier draft were received from

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Text organization and learning goals.

Cited by 40 publications

References 4 publications

Goal-specific influences on the representation of spatial perspective

Goal-specific influences on the representation of spatial perspective

Relevance and Goal-Focusing in Text Processing

Feeding the information eaters: Suggestions for integrating pure and applied research on language comprehension

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