The effects of headlines and summaries on news comprehension and recall

In two experiments, we attempted to analyze the effects of newspaper article headlines and summaries on final comprehension and recall. During the first experiment, the participants consisted of 117 high school students from the 9th grade, 68 from the 11th grade, 79 first year Psychology students from the Autonoma University of Madrid and 66 fifth year Journalism students from the Complutense University of Madrid. The subjects were randomly required to read a news report in one of the following experimental conditions: (1) the whole news article (headline, summary and text), (2) the headline and text, (3) the summary and text, and (4), the text only. The data from immediate and delayed free recall tasks were recorded. The results showed that the structure of the news article did not influence the recall and that there were differences among groups in the amount and quality of recall. The headline and the summary modified by the use of macrostructural criteria constituted additional elements introduced into the second experiment to provide a contrast with the original headline and summary. The results showed that an improvement in article recall did occur with the modified version in comparison with the original version. These two experiments have confirmed that the aims and criteria of journalists differ from those held by the authors of scientific texts and question whether the reading strategies applied are the same in both cases.     

The effects of test expectations based upon goals on the free recall of learning from text

The number of facts college students correctly recalled was not affected by whether they were provided goals which did or did not encourage them to reorganize the passage material they studied. This held both for learners asked to recall all facts they could and those asked to recall only a portion of the goal-targeted facts. Learners whose recall exhibited reorganization of passage material did not differ in number of correctly recalled facts from those who failed to reorganize the passage material. Learners were more apt to reorganize the text materials when asked to recall only a portion of the goal-targeted facts than when asked to recall all facts they could. Self-report data suggest learners primarily use goals to rehearse the targeted material only after they carefully read a study passage.     

The effects of physical structure and semantic organization on the recall of prose

The effects of a prose passage's physical structure and semantic organization upon free recall performance was investigated. Passages, describing characteristics of fictitious countries, contained either five or nine paragraphs on attributes of the countries. Results showed that Mandler's in J. L. Cowan (Ed.), Studies in thought and language. Tucson: University of Arizona Press, 1970] organizational limits could apply to prose as well as word lists and could be used to explain previous discrepant results in semantic organization research. Results showed differences in the distribution of materials interacting with type of semantic organization to produce differences in recall. Different learning strategies imposed by the passage's semantic organization were also found.     

废名作品中的讲述人与倾听者

从废名小说看,他既是写作者同时也是阅读者.他在写作中记录自己,在叙说中阅读自己,承担了作者与读者的双重身份,体验着创作与欣赏的双重快乐.他不为庸众创作,永远沉浸于内心的波澜之中.     

The effects of recognition and recall study tasks with feedback in a computer-based vocabulary lesson

Should computer-based study tasks use multiple-choice or constructed-response question format? It was hypothesized that a constructucted-response study task (CR) with feedback would be superior to multiple-choice study tasks that allowed either single or multiple tries (STF and MTF). Two additional recognition study task treatments were included that required an overt constructed response after feedback (STF+OR and MTF+OR) in order to control for possible confounding caused by response form mismatch between the recognition study task and recall posttest. Graduate students (N=133) were randomly assigned to one of the five computer-delivered treatments. Relative to STF, posttest effect sizes were: STF 相似文献   

The effects of instructional stimulus loading on the recall of abstract and concrete prose

This study examined the effect that systematically loading story presentations with criterion information has on the recall of abstract and concrete prose. Results indicated that aal plus picture presentations were most effective for the learning of both abstract and concrete content. Furthermore, the loading of additional detail into visual presentations resulted in greater recall than with simple pictures and also provided a greater supplementary effect to oral prose.     

The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge

The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students.     

The knowledge base and text recall: Evidence from a short-term longitudinal study

In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.     

Depressive effects of underlining and adjunct questions on children's recall of text

Half of a sample of ten-year-old school children (N=69) were given conceptual postquestions after every paragraph of text, while the other half were not given any postquestions. Additionally, these children either generated their own underlining of one sentence per paragraph, received text with topic sentences underlined for them, or were given text without underlining of any kind. The results indicated that the readers preponderantly chose for underlining subordinate, passage details rather than superordinate, conceptual material, even when given conceptual postquestions focusing on the topic sentences of the passage. Recall of passage details was most depressed when children were provided with both underlining and conceptual postquestions. These results suggested a comprehension rather than a metacomprehension deficit, whereby underlining and adjunct questions may hinder rather than help recall performance in young readers.     

The effects of sex,structure and social interaction on preschoolers' play behaviors in a naturalistic setting

Play behavior of preschool children was observed in their natural environment. The study focused on the general demographic of free-play behavior, sex differences in the uses of various play areas, the effect of different play areas on the incidence of make-believe versus exploratory play, and the differential influence of play area on social interaction. Results indicated that both boys and girls used areas that have been thought of traditionally as sextyped. For example, both sexes appeared with equal frequencies in the household area and the block and truck area. Within these areas the sexes apportioned their time equally in terms of play activities. Overall, the household area elicited more make-believe play and social interaction than did the other play areas.     

Children's recall of medical experiences: the impact of stress

OBJECTIVE: The study compared children's reports of two medical events, to assess the effects of the type of event on children's recall. Additionally, the study examined the effect of props on children's event reports. METHOD: Twenty children between the ages of 37 and 67 months were interviewed following either a voiding cysto-urethrogram (VCUG) or a pediatric assessment (PA) at a hospital. Interviews were conducted between 6 and 8 days after the event and included a doll and prop items. RESULTS: Ratings of stress were significantly higher for children who underwent the VCUG than those who underwent the PA. Children who experienced the VCUG procedure reported more correct information than the children who experienced the PA. Age was correlated with the total amount of correct information reported. Stress levels were correlated with both errors and accuracy of information. CONCLUSIONS: Children who experienced a stressful medical procedure remembered more than children who experienced a neutral medical event, although this increase in amount recalled was at the expense of accuracy. These findings suggest that stress impacts negatively on recall: however, the unique and structured nature of the VCUG procedure compared to the PA, and the familiarity of the PA prop items to the children who experienced the VCUG procedure, may also have contributed to differences in recall of the two events.     

The strange case of speaker jekyllhyde

The ombudsman's work is largely persuasive. The persuasiveness derives largely from certain substantial ethical resources which are present by definition; the office is established having a particular competence and character. The person who occupies the office must fit it if his advocacy is to make good use of it peculiar resources.     

The effects of sex education on psychological counselling students in Turkey

Sex education is not included in Turkey’s national curriculum and is rarely referenced in school and university curricula. This is even true for those undertaking training in psychological counselling where the need may be great. Only a very few university schools of education offer an elective sex education course. A group of 64 guidance and psychological counselling students in ?stanbul Maltepe University was formed and provided with a 13-week sex education course. Before and after this course, the Sexual Attitudes Scale (SAS) was used for data collection using a semi-experimental design. Significant differences were detected between pretest and post-test SAS scores and on all SAS subscales. Results show that comprehensive sex education is effective in positively changing the sexual attitudes of PC students, challenging homophobic responses and displacing patriarchal attitudes. Based on these findings, the provision of sex education courses more generally in university schools of education is recommended, especially in conservative countries such as Turkey.     

The effects of classroom noise on children: Evidence for sex differences

To clarify the relationship between classroom noise and children's intellectual performance, 156 first-, third-, and fifth-grade children worked on a matrix task in either a noisy environment (70dbA) or in a quiet environment (40dbA). Children's performance on the intellectual task increased with age. Moreover, in the environment with classroom noise, boys consistently solved more complex matrix problems than did girls.