Mind maps as primers when reading-for-learning in elementary grades? An eye tracking study

Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and comprehension) are also investigated. Sixty-four late elementary education students were randomly assigned to a text-only-condition (T), mind map-text-condition (MMT) or text-mind map-condition (TMM). All groups studied an informative text while their eye movements were registered. Multilayered posttests and interviews were administered. Linear mixed effect models and one-way analysis of variances show that presenting a mind map beforehand primes more successful selective processing strategies than when the mind map is presented afterwards or not presented. In contrast, the TMM-condition outperformed the others in their amount of free recall and coherence. This study suggests that both receiving a mind map before or after text processing can be beneficial during targeted instruction in view of successful reading-for-learning.

     

A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging Studies

In educational research, there is a growing interest in functional magnetic resonance imaging (fMRI) to examine students' levels of processing. As there is a growing interest in the use of fMRI, a systematic review was conducted to examine how deep and surface levels of processing are operationalized within the neuroscientific field. In addition, we investigated how this operationalization impacts on the conceptualization of levels of processing within fMRI research. A systematic search was conducted within the MEDLINE, PubMed, ERIC, and Web of Science databases, and 25 studies were identified for this review. With regard to the operationalization, the review indicates that levels of processing were examined under highly controlled conditions with decontextualized and simplified language stimuli. Analysis of these studies revealed that there is a lack of conceptual clarity as, in half of the cases, no theoretical framework was explicitly mentioned, and no clear definition was given regarding levels of processing.