The Unmistakable Professional Promise of a Young Educational Psychology Researcher and Scholar

Levin, Joel R.

doi:10.1080/00461520801942276

Cited by 5 publications

(10 citation statements)

References 96 publications

(106 reference statements)

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“…Questioning a text's meaning generally encourages students to elaborate on authors' messages by retrieving and activating students' background knowledge (Bransford et al, 1982;Levin, 2008). These cognitive processes assist students in the integration (somewhat analogous to assimilation and accommodation, Piaget, 1983) of what they already know with new information presented in a text (Callender & McDaniel, 2007;McNamara et al, 2007;Pressley, 2006;Surber & Schroeder, 2007).…”

Section: The Role Of Questioningmentioning

confidence: 99%

“…In our work, we explored a questioning strategy shown to be effective in science and reading education research, namely, elaborative interrogation theory, investigated recently by Callender and McDaniel (2007) and reviewed by Levin (2008). The elaborative interrogation literature that first appeared in the late 1980s predicted that an elaborative interrogation questioning technique, focusing on a list of sentences with a common theme, encouraged students to produce verbal responses beyond copying word-forword segments of a text and resulted in additional cognitive processing.…”

Section: The Role Of Questioningmentioning

confidence: 99%

“…Elaborative interrogation theory and related findings inspired researchers in the 1990s to assess the effects of interrogating students frequently about short text rather than lists of sentences in order to assess whether such interrogations provoke comprehension (Levin, 2008). Their goal was to determine how such interrogations increased learning when compared to a control group of students, which, for comparison, were asked to read the same text twice, but were not interrogated with any type of question.…”

Section: Elaborative Interrogationmentioning

confidence: 99%

“…Elaborative interrogation theory in the past six years further developed as researchers examined theoretical variables linked to estimates of students' background knowledge using identical measure pre-and posttests and verbal abilities using reading and vocabulary instruments (Levin, 2008). Measures of verbal abilities consistently correlate with academic performance on general vocabulary tests, one of very few general principles long accepted by psychologists, according to Surber and Schroeder's (2007) discussion.…”

Section: Elaborative Interrogationmentioning

confidence: 99%

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Students' comprehension of science textbooks using a question‐based reading strategy

2010

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Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n ¼ 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo-control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo-control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. ß

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Section: The Role Of Questioningmentioning

confidence: 99%

Section: The Role Of Questioningmentioning

confidence: 99%

Section: Elaborative Interrogationmentioning

confidence: 99%

Section: Elaborative Interrogationmentioning

confidence: 99%

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Students' comprehension of science textbooks using a question‐based reading strategy

2010

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“…The reviewer argued that in the absence of instruction, adults (particularly college students) are likely to employ strategies in associative-learning tasks that are more effective than simply repeating the to-be-associated items (here, an unfamiliar term and its meaning). Indeed, there is some research evidence to support that argument (see Carney & Levin, 1998c;Levin, 2008) and, as a consequence, we have included "own method" control strategies in much Vol. 35, No.3, 2008 Given the results of these studies, the goals of the present Experiment 1 were threefold.…”

mentioning

confidence: 99%

Conquering Mnemonophobia, with Help from Three Practical Measures of Memory and Application

Carney¹,

Levin²

2008

Teaching of Psychology

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Recentarticles in Teaching of Psychology have endorsed the classroom use of various mnemonic techniques. Yet a degree of mnemonophobia (i.e. , fear of using rnnemonics) may persist in the minds of some ToP readers due to various lingering misconceptions. In this regard, we conducted 3 practical experiments with college students using themnemonic keyword method to learn a setof psychologĩ cal terms (namely, phobias, for which we provide a sznnpie set, along with their mnemonic representations). We examined students' immediate and delayed recall, inference~demanding matching and categorization tests, and backward recall (recall of terms from definitions). On allmeasures, mnemonic students statistically outperformed control students. These findings provide further support for the use of classroom~based mnemonic techniques.Undergraduates enrolled in introductory psychology courses often face an overwhelming amount of new terminology. Acquiring this terminology for an upcoming examination, and then retaining it for the longer term, may prove daunting for neophyte college students. In this regard, the mnemonic keyword method (e.g., Atkinson, 1975;Atkinson & Raugh, 1975) can be a useful technique. Although Atkinson and Raugh (1975) originally studied the keyword method in a foreign vocabulary learning context, others have applied this versatile strategy to the acquisition of both native vocabulary and unfamiliar terminology (e.g., see Levin, 1993;Pressley, Levin, & Delaney, 1982, for reviews). The keyword method works by recoding the unfamiliar word as a more familiar and acoustically similar keyword and then relating the keyword and word meaning 176 by way of an interactive visual image (Levin, 1983). Bower's (1970) componential analysis and Paivio's familiar dual-coding hypothesis (e.g., Clark & Paivio, 1987;Paivio, 1971Paivio, , 1986 provide theoretical explanations of these learning benefits.Carney and Levin (1998a) applied the keyword method to nervous system terminology typically presented in introductory psychology courses. We cornpared control students using a repetition strategy with students using two versions of the keyword method.Consider the term medulla, the part of the brain associated with control of heart rate, respiration, and blood pressure. Students in the repetition condition simply repeated the term and its association over and over to themselves. In one version of the keyword method, we provided students with a keyword for each term (e.g., medalfor medulla), and then asked them to generate an image relating the keyword to the term's meaning. In the second keyword version, we provided students with a description of an appropriate image: "Imagine the winner of a race. Heart pounding and breathing heavily, a medal is hung round the winner's neck." Participants studied 18 terms at 20-sec intervals. Following a 2~min filler task, students completed a matching test over the 18 terms and their definitions. The study yielded statistically significant mnemonic advantages. Carney and Levin recommended that ...

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Conquering Mnemonophobia, With Help From Three Practical Measures of Memory and Application

Carney

Levin

2008

Teaching of Psychology

Self Cite

View full text Add to dashboard Cite

Recent articles in Teaching of Psychology have endorsed the classroom use of various mnemonic techniques. Yet a degree of mnemonophobia (i.e., fear of using mnemonics) may persist in the minds of some ToP readers due to various lingering misconceptions. In this regard, we conducted 3 practical experiments with college students using the mnemonic keyword method to learn a set of psychological terms (namely, phobias, for which we provide a sample set, along with their mnemonic representations). We examined students' immediate and delayed recall, inference-demanding matching and categorization tests, and backward recall (recall of terms from definitions). On all measures, mnemonic students statistically outperformed control students. These findings provide further support for the use of classroom-based mnemonic techniques.Undergraduates enrolled in introductory psychology courses often face an overwhelming amount of new terminology. Acquiring this terminology for an upcoming examination, and then retaining it for the longer term, may prove daunting for neophyte college students. In this regard, the mnemonic keyword method (e.g., Atkinson, 1975;Atkinson & Raugh, 1975) can be a useful technique. Although Atkinson and Raugh (1975) originally studied the keyword method in a foreign vocabulary learning context, others have applied this versatile strategy to the acquisition of both native vocabulary and unfamiliar terminology (e.g., see Levin, 1993;Pressley, Levin, & Delaney, 1982, for reviews). The keyword method works by recoding the unfamiliar word as a more familiar and acoustically similar keyword and then relating the keyword and word meaning by way of an interactive visual image (Levin, 1983). Bower's (1970) componential analysis and Paivio's familiar dual-coding hypothesis (e.g., Clark & Paivio, 1987;Paivio, 1971Paivio, , 1986 provide theoretical explanations of these learning benefits.Carney and Levin (1998a) applied the keyword method to nervous system terminology typically presented in introductory psychology courses. We compared control students using a repetition strategy with students using two versions of the keyword method. Consider the term medulla, the part of the brain associated with control of heart rate, respiration, and blood pressure. Students in the repetition condition simply repeated the term and its association over and over to themselves. In one version of the keyword method, we provided students with a keyword for each term (e.g., medal for medulla), and then asked them to generate an image relating the keyword to the term's meaning. In the second keyword version, we provided students with a description of an appropriate image: "Imagine the winner of a race. Heart pounding and breathing heavily, a medal is hung round the winner's neck." Participants studied 18 terms at 20-sec intervals. Following a 2-min filler task, students completed a matching test over the 18 terms and their definitions. The study yielded statistically significant mnemonic advantages. Carney and Levin recommended that ins...

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The Unmistakable Professional Promise of a Young Educational Psychology Researcher and Scholar

Cited by 5 publications

References 96 publications

Students' comprehension of science textbooks using a question‐based reading strategy

Students' comprehension of science textbooks using a question‐based reading strategy

Conquering Mnemonophobia, with Help from Three Practical Measures of Memory and Application

Conquering Mnemonophobia, With Help From Three Practical Measures of Memory and Application

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