The Role of Attention in Studying and Learning

Reynolds, Ralph E.; Shirey, Larry L.

doi:10.1016/b978-0-12-742460-6.50012-8

Cited by 31 publications

(22 citation statements)

References 37 publications

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“…Thus, the adjunct postquestions used in the present study would be expected to significantly increase recall levels relative to a read-only control. Similarly, outlining would be expected to increase free recall because it encourages organization of important text elements, thereby integrating textual information into a memorable representation (cf., Reynolds and Shirey, 1988). Thus, based on the literature, our experiment included two powerful study strategies, both of which should produce significant increases in the amount recalled from our texts.…”

Section: Extending Mad To More Traditional Educational Tasksmentioning

confidence: 99%

“…For example, a recent edited volume containing descriptions of many of the influential research programs in the learning strategies area (Weinstein et al, 1988) contains little mention of the possible variations in processing invited by the to-be-learned material and the impact that these variations might have on the effectiveness of learning strategies. Most often, the possible interacting influence of the nature of the material is simply noted (e.g., Palmer and Goetz, 1988;Reynolds and Shirey, 1988;Winograd and Hare, 1988), with no further development of what kinds of processing differences may occur across different types of texts or of the exact pattern of interactions that these differences might produce.…”

Section: Differential Affordances Across Materialsmentioning

confidence: 99%

“…The educational literature boasts extensive research on effects of various text adjuncts and processing strategies (cf. Glover et al, 1981Glover et al, , 1982Pressley and Levine, 1983;Reynolds and Shirey, 1988).…”

Section: Introductionmentioning

confidence: 97%

“…Adjuncts and reading activities such as advanced organizers, note-taking (Einstein et al, 1985), elaboration techniques (e.g., Reder et al, 1986), schema training (see Mayer, 1987), adjunct or embedded questions (see Hamilton, 1985, for a review), and embedded pictures (see Levin, 1983) produce inconsistent effects on learning and memory (cf., Reynolds and Shirey, 1988). One way to approach these inconsistencies is from a contextualistic position (Jenkins, 1979), wherein performance is expected to vary not only as a function of encoding tasks, but also as a function of materials, criterial (test) tasks, and learner characteristics.…”

Section: Introductionmentioning

confidence: 97%

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Material-appropriate processing: A contextualist approach to reading and studying strategies

McDaniel

Einstein

1989

Educ Psychol Rev

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Section: Extending Mad To More Traditional Educational Tasksmentioning

confidence: 99%

Section: Differential Affordances Across Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

Material-appropriate processing: A contextualist approach to reading and studying strategies

McDaniel

Einstein

1989

Educ Psychol Rev

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“…If, on the other hand, the ad starts with the company information, this information receives emphasis. According to Reynolds and Shirey (1988), perceived importance is a good predictor of whether information will be stored in memory. Therefore, company information is remembered better if it precedes the problem-solution information, than if it is positioned between the problem and the solution information, or follows them.…”

mentioning

confidence: 99%

Problem-solution Structures in Persuasive Texts: Effects on Attention, Comprehension, and Yielding

Hoeken¹

1998

Communications

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This study addresses the question of how problem-solution structures influence the processing of persuasive texts. In Experiment 7, 48 students read ads containing problem, solution, and company information on a computer. The position of the company information was varied: It came either before the problem and solution, between these two parts, or after them. Ads starting with problem information received more attention than adsMuch effort is devoted to studying the question of which text characteristics make readers yield to a text's claims. That readers have to pay attention to the text first, is usually taken for granted. However, as the number of persuasive texts heavily outnumbers the number of texts being read, the question of why some texts succeed in capturing the readers' attention whereas others fail to do so, is an important one. Still, little is known about what makes people read a text (cf. Chaiken & Stangor, 1987:597-598; Eagly & Chaiken, 1993:278-280).In this article, two experiments are presented. The first experiment is devoted to the question of whether a popular text structure, the problem-solution structure, is capable of capturing the readers' attention. Attention is, however, no guarantee for persuasion. According to McGuire's (1972) information-processing paradigm, the attention process has to be followed by comprehension and yielding processes. Comprehension and yielding can both be influenced by the problem-solution structure as well. Whether it does, was studied in the second experiment. Hoeken Reading as a kind of exploratory behaviorReading a text can be regarded as a kind of exploratory behavior. The reader explores an object, that is, the text. Berlyne (1960) distinguishes two types of exploratory behavior: specific exploration and diversive exploration. Specific exploration is caused by uncertainty on the part of the reader. For instance, someone knows that the previous evening an important baseball game has been played but does not know the result. The uncertainty about the result leads to curiosity. To satisfy this curiosity, the reader searches actively for information about the result. Specific exploration is, thus, aimed at satisfying curiosity through the active search for relevant information.Diversive exploration, on the other hand, is the result of boredom. When people are deprived of stimuli, they search for entertainment. For instance, with only the paper at hand, one may eventually find oneself reading the stock market reports on a long journey by train. Frijda (1986:346-348) gives the following account of this behavior. When an organism is healthy and free of worries, it has an extra capacity to cognitively assimilate new or unexpected stimuli. When this capacity is not used for some time (e.g f , due to sensory deprivation), the organism will actively search for such stimulation. Successful cognitive assimilation of the new stimulus is a pleasant experience, unsuccessful assimilation is an unpleasant one. According to Frijda, the goal of this operation is t...

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Study Skills and Strategies

Stephen

2024

Springer Texts in Education

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The Role of Attention in Studying and Learning

Cited by 31 publications

References 37 publications

Material-appropriate processing: A contextualist approach to reading and studying strategies

Material-appropriate processing: A contextualist approach to reading and studying strategies

Problem-solution Structures in Persuasive Texts: Effects on Attention, Comprehension, and Yielding

Study Skills and Strategies

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