The Development of Strategies for Studying Texts

Brown, Ann L.; Smiley, Sandra S.

doi:10.2307/1128747

Cited by 207 publications

(62 citation statements)

References 24 publications

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“…Research has shown that around fifth grade, students become aware of the structure of a text (Brown & Smiley, 1978) and learn to indicate important idea units in the text. The extent to which keywords activate the situation model depends on the quality of the generated keywords.…”

Section: Discussionmentioning

confidence: 99%

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Bruin

Thiede

Camp

et al. 2011

Journal of Experimental Child Psychology

149

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Section: Discussionmentioning

confidence: 99%

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Bruin

Thiede

Camp

et al. 2011

Journal of Experimental Child Psychology

149

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“…Perhaps, as outlined in the selective compensatory view, good comprehenders focus more on relational processing than on detailprocessing, and less able comprehenders do the opposite (A. L. Brown & Smiley, 1978;Go1inkoff, 1976). If so, and if pictures serve to enrich the memory representation of information that already receives primary consideration, then relational pictures would enhance recall (of relational information) primarily for good comprehenders, but detail pictures would enhance recall (of detail information) primarily for less able comprehenders.…”

Section: Limitanons On Picture Effects 477mentioning

confidence: 99%

Pictorial enhancement of text memory: Limitations imposed by picture type and comprehension skill

Waddill

McDaniel

1992

Memory & Cognition

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We examined the kinds of information in a prose passage that is better remembered when depictive illustrations are embedded in the passage than when the passage contains no illustrations. Experiment 1 showed that (1) pictures depicting details effectively increased recall of those details and (2) pictures depicting relationships effectively increased recall of that relational information (relative to a no-picture control condition). In Experiment 2, comprehension skill was found to modulate the general effects obtained in Experiment 1. Detail pictures enhanced the recall of targeted details for all skill levels. Relational pictures enhanced recall of pictured relational information for highly skilled and moderately skilled comprehenders, but not for less skilled comprehenders. Because there were no recall differences across the different skill levels in the nopicture control condition, it is suggested that pictures may serve to enable processing in which readers would not necessarily engage under ordinary circumstances. Pictures, however, did not appear to compensate for limitations reflected in lower scores on a standardized test of reading comprehension.

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“…The same general strategy is employed by fifth and seventh grade notetakers (Brown & Smiley, 1978) and outliners (Brown, 1981). Interviews conducted with seventh-eighth grade students concerning their study and research habits again suggest that this is a common method.…”

Section: Macrorules For Summarizing Testsmentioning

confidence: 99%

“…These basic rules seem to capture the essence of the methods of condensation actually used by students when engaged in the formal task of summarizing, they also seem to be the rules used by more mature high school students when notetaking and outlining (Brown, 1981;Brown & Smiley, 1978).…”

Section: Macrorules For Summarizing Testsmentioning

confidence: 99%