The Effects of Learner-Generated versus Experimenter-Provided Headings on Immediate and Delayed Recall and Comprehension [microform] / David H. Jonassen and Others.
Using the generative model of learning, this study investigates the effects of reader constructed text headings on readers' text recall and comprehension. One hundred pupils, ages 12-14, from the Blythe Bridge Comprehensive School, Staffordshire, England, were assigned to one of two treatment g...
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| Format: | Microfilm Book |
| Language: | English |
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1985.
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| Summary: | Using the generative model of learning, this study investigates the effects of reader constructed text headings on readers' text recall and comprehension. One hundred pupils, ages 12-14, from the Blythe Bridge Comprehensive School, Staffordshire, England, were assigned to one of two treatment groups using a 1000-word passage. The experimental group students generated their own headings while headings were provided for the control group. Both immediate and one week delayed posttests, plus the Keele Reading Test, were administered. Results indicated no group differences in reading ability, immediate heading and fact recall, or delayed passage structure recall (matching test). The control group performed better on the delayed headings recall and the delayed arrangement recall. The experimental group performed better on the delayed recall inference test which suggests some higher level of understanding consistent with the generative hypotheses. Sex differences are also noted. (BS) |
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| Item Description: | ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, Chicago, IL, March 31-April 4, 1985). ERIC Document Number: ED254567. |
| Physical Description: | 13 p. |
| Audience: | Researchers. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |