Self-regulation in text processing

In this paper an experiment is reported on the influence of two variations of instructions on learning performance and thinking-aloud protocols of 64 pupils from secondary schools. Furthermore, differences between successful and less successful pupils in self-regulatory processes during text processing are described. The texts consisted of instructions on how to use a computer keyboard and a text-editor. Learning performance referred to both knowledge and application. The variation in instructions did not influence the learning performance and the thinking-aloud protocols (either quantitatively or qualitatively), but the variable Marks/No Marks did. The main differences between successful and less successful pupils occurred in orientation processes, especially with regard to Reflection on Foreknowledge and Gaps in Foreknowledge. Differences also turned up for processes such as Process Selection and Making Summaries. The results are discussed in light of the results from a prior study with an informative text.     

Instructional research: The enlargement of understanding 1

Instructional science is growing more consistent and relevant. It shows this growth by virtue of its enlarged understanding of the processes of instruction. Enlarged understanding is reflected in: a) the analysis of the content of instruction, and b) the management of learning activities. Content and management have a macro‐component and a micro‐component. Macro‐approaches to content include, for instance, taxonomies. These are supported by a micro‐research base that is concerned with the analysis of portions of subject matters. Macro‐approaches to management include, for instance, computer aided instruction. These are supported by a micro‐research base that is concerned with the stimulus controls for focussing and modifying the form of learning activities. Details of this conception of progress in instructional science are given in the paper.     

Which aspects of processing text mediate genetic effects?

Genetic influences on reading are investigated in a sample of 285, 13 year old twins. Using a multiple regression procedure, the heritability of disability (h _g ² ) for Reading Recognition was found to be non-significant. However the h _g ² for spelling disability was found to be 0.58 (P<0.05), after controlling for individual differences in IQ. The twins in this study were an unselected sample from the general population. Therefore it was possible to estimate h _g ² for differing degrees of severity of disability. These analyses showed that for spelling but not for Reading Recognition or Reading Composite, there were substantial genetic contributions to all levels of disability. For indices of Orthographic Coding there were no significant values of h _g ² . In contrast measures of Phonological Coding and Homophone Recognition have consistently high values of h _g ² . More detailed analyses suggested that there were possibly two independent aspects of phonological ability, each influenced by genetic factors.     

《德意志意识形态》的文本认定及其意义

自1932年首次公开发表以来．《德意志意识形态》一直被看作是马克思恩格斯早期最重要的哲学著作。而由《德意志意识形态》第一次系统阐发的唯物主义历史观则一直被看作是马克思最具原创意味的哲学思想。然而,通过深入到马克思1859年《政治经济学批判》序言所提供的《德意志意识形态》的理论语境和马克思政治经济学理论体系形成与发展的历史语境的分析．就会发现．《德意志意识形态》是马克思恩格斯早期重要的经济学著作．而由《德意志意识形态》第一次系统阐发的唯物主义历史观则是马克思政治经济学这一“真正的实证科学”的具有宏观指导意义的“总论”。     

基于Authorware的《PS文字特效处理》课件设计

文章主要是利用Authorware的面向对象的可视化编程的人机交互方式,丰富的媒体素材使用方法,强大的数据处理能力,高效的多媒体集成环境等功能设计了《PS文字特效处理》课件。文章针对《PS文字特效处理》教学内容的特点,介绍了利用 Authorware软件开发本课件时应注意的问题,以及对教育教学产生的优越性。     

The role of importance and interest in the processing of text

In this review, text-based research on importance and interest is analyzed with several objectives in mind. First, the constructs of importance and interest are unidimensionally considered to show that various forms of each can operate within any text-learning environment. Second, research specifically addressing the interplay between these two factors is explored in relation to the goal of learning from text. The purpose of this analysis is to evaluate the research on importance and interest from a methodological standpoint and to delineate key findings that emerge from this body of research. Finally, based on the review of the literature, implications for future research and instructional practice are presented.     

Effects of text illustrations: A review of research

Can illustrations aid learning of text material? These authors review the results of 55 experiments comparing learning from illustrated text with learning from text alone. They go on to look at research in closely related fields (involving, for example, nonrepresentational pictures, graphic organizers, learner-produced drawings) and conclude by offering guidelines for practice.     

Macrostructure construction and organization in the processing of multiple text passages

This paper addresses the issue of macrostructural processing of multiple text passages. Two levels of macrostructural processing, macrostructural construction (extracting important information) and organization (structuring selected information) may be at work during complex text comprehension. Three experiments examined the effects of various textual and situational factors on macrostructural construction and organization. College students were asked to read small sets of documents presented in hypertext format. The students' reading strategies as well as their written reports were analyzed. Experiment 1 showed that headings and presentation format influence macrostructural organization. Experiment 2 showed that task requirements tend to influence macrostructure construction and organization, whereas presentation conditions, such as the marking of important information and the presentation order, can affect both levels of macrostructural processing. Finally, experiment 3 indicated that there is an interaction between global and local headings and the construction and organization of macrostructure. The three experiments also suggested that subjects can be characterized based on how well they deal with macrostructural construction and organization. It is concluded that the comprehension of hypertext involves higher levels of cognitive processing which ensure the structuring of multiple text information.     

Waiting on text: interpretation in educational research

Against the widespread insistence that educational research should be ‘scientific’, I attempt to change the terms of the debate. Instead of asking whether research is robust and rigorous, and whether it ‘works’—all terms derived from the ‘scientific’ view—I argue that we should ask whether we can have confidence in research. This way of putting it enables us to place the idea of interpretation back at the centre of our understanding of education, and to see that when we have confidence in interpretation, it is because good interpretation has quite different qualities from scientific knowledge. At the centre of interpretation lies the idea of text and of responsiveness to text. Good interpretation requires good listening or ‘attentiveness’. It does not pretend to represent the world accurately and conclusively, as ‘scientific’ research does: it opens up space for conversation, and brings a world into being.     

解构主义的文本分析策略及其对英语阅读的启示

运用解构主义的文本分析策略有利于克服被动接受式的阅读习惯。本文论证解构式文本分析对培养外语学习者的创造力和批判性思维能力的作用。探讨运用解构式分析策略拆解普通文本的方法,阐释解构式文本分析对英语阅读的启示。     

Designing electronic text: The role of print-based research

This is the 14th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under govemment sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE.—Ed.     

Effect of prior domain knowledge and headings on processing of informative text

College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task. In general, headings seem to improve recall of high importance information, and headings were more effective for high PK learners. Analysis of time data showed that participants with headings spent more time per word reading the pages with headings than participants that did not have headings. Prior knowledge had no effect on attention to either high importance information or important supporting detail. Low prior knowledge readers decreased the amount of time spent reading each word as they progressed through the passage and neither the presence nor absence of headings influenced this effect.     

Utilizing intact and embedded headings as processing aids with nonnarrative text

This study examined the utility of intact (i.e., topic outline format) and embedded (i.e., appropriately positioned within the text) headings as processing aids with nonnarrative text. The argument was advanced that headings potentially provide useful cues for both input and output processing but that little empirical evidence exists to either support or refute this proposition. It was further argued that each of the prior studies reviewed were subject to one or more methodological criticisms which may attenuate the generality of the findings. The results of the present study indicated that no advantage accrued to students on the basis of training; however, limitations of this finding are discussed in terms of the amount of training provided and the time available to the students for integrating the new strategies with their existing techniques. The major result of this investigation was that students provided with text containing intact and embedded headings significantly outperformed students whose text did not contain these processing aids. The major benefits were observed at delayed testing; the text-with-headings students recalled approximately 11% more information at immediate testing and 44% more information at delayed testing than the text-without-headings students. Implications of these results and future research issues are discussed.     

Improving cross-content transfer in text processing by means of active graphical representation

The two studies presented investigate the conditions under which adults with different academic backgrounds (in terms of formal mathematical competencies and domain-specific knowledge in economics) use linear graphs as reasoning tools that can be transferred from one economic content area to another. In each of the studies, two groups of participants were presented with a text on stockkeeping. One group passively encountered a linear graph, while the other group was asked to actively construct this graph following the instructions provided. To control for transfer effects of content knowledge, a third group received a text on direct costing, a topic also dealt with in the transfer text. The groups were compared with respect to their transfer potential in processing a text dealing with the revenue functions and break-even points of two companies. Questions posed in this text could be easily answered by constructing a linear graph similar to that encountered in the stockkeeping text. Two studies with a total of 281 university and vocational school students confirmed that active graphical representation can be a powerful transfer tool.