排序方式: 共有16条查询结果,搜索用时 15 毫秒
1.
Matthew T. McCrudden 《Instructional Science》2011,39(6):865-879
This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions,
or to read for understanding (i.e., control condition). There were no differences in reading time across conditions for sentences
targeted by the pre-reading questions. There were three main findings with respect to cued recall. First, participants in
the experimental conditions did better on questions that had greater similarity to relevance instructions than questions that
had lesser similarity to relevance instructions. Second, participants in the experimental conditions did better on questions
that had greater similarity to relevance instructions than the participants in the other conditions on those same questions.
Third, participants in the control condition recalled equal amounts of information for both question. The results suggest
that specific relevance instructions promote transfer appropriate processing and affect the quality of memory for text. 相似文献
2.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
3.
Educational Psychology Review - 相似文献
4.
Matthew T. McCrudden Gregory Schraw Stephen Lehman Anne Poliquin 《Contemporary educational psychology》2007
We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants in Experiment 2 studied only the causal diagram or only the text. There were no differences in memory for main ideas or the causal sequences between these groups. Results indicate that causal diagrams are not merely redundant with text and that causal diagrams affect understanding of causal relationships in the absence of a text. These findings supported the causal explication hypothesis, which states that causal diagrams improve comprehension by explicitly representing the implicit causal structure of the text in a visual format. 相似文献
5.
Matthew T. McCrudden Carolyn J. Hushman Scott C. Marley 《Journal of Experimental Education》2013,81(4):537-554
This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a scientific text that described plate tectonics and a corresponding visual display that contained redundant segments from the text; or (b) a nonredundant condition, in which participants studied the scientific text and a corresponding visual display that lacked the redundant text segments. Embedding redundant text segments within the visual display enhanced performance on 3 measures of memory but not on a measure of transfer. The authors discuss the theoretical and practical implications using the cognitive theory of multimedia learning. 相似文献
6.
The purpose of this mixed methods study was to investigate how relevance instructions influence readers’ personal reading intentions, reading goals, text processing, and memory for text. Undergraduates (n = 52) were randomly assigned to one of three pre-reading relevance instruction conditions that asked them to read from a perspective or to read for understanding. Experimental results showed that information was read slower and remembered better when it was relevant. However, some readers spent more time reading irrelevant information, whereas others spent less time reading this information. Post-reading interviews were analyzed to explain these reading time differences. The interview data indicated that relevance instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in reading time and recall, and the qualitative data allowed us to explain why these differences occurred. These data revealed three distinct reader profiles within and across conditions, and demonstrate how relevance instructions affect reader goals, processing, and comprehension. 相似文献
7.
Relevance and Goal-Focusing in Text Processing 总被引:1,自引:0,他引:1
This article reviews the role of relevance in text processing. It argues that relevance instructions provided by instructors
and texts help readers identify text segments that are germane to a reading goal. A taxonomy of relevance instructions is
presented and four basic types of relevance manipulations are considered (i.e., targeted segments, elaborative interrogation,
perspective, and purpose). This article also describes a four-stage goal-focusing model to explain how relevance affects attention
allocation and text understanding. Directions for future research and educational implications are also discussed. 相似文献
8.
Stephen Lehman Gregory Schraw Matthew T. McCrudden Kendall Hartley 《Contemporary educational psychology》2007,32(4):569-587
This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). Role of interest in learning from scientific text and illustrations: on the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102; Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: a theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 441–434.] to suggest that the negative effects of seductive details’ on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence. 相似文献
9.
Matthew T. McCrudden Montana K. McCormick Erin M. McTigue 《International Journal of Science and Mathematics Education》2011,9(1):163-185
We varied the spatial features of adjunct displays that depicted a complex scientific system (i.e. human circulatory system).
University students (n = 47), who were assigned randomly to a display condition before reading, selected relevant information from the text and
wrote it (a) next to a list of definitions (list condition), (b) inside boxes organized to coincide with the sequence of blood
flow (chart condition), or (c) on a picture of the heart (pictorial condition). Students in the chart and pictorial conditions
had higher scores on 2 learning tests. Results supported the nonequivalence hypothesis, which states that a spatial display can promote learning more effectively than a list because a display’s nonverbal (e.g.
spatial) features explicitly depict relationships among a system’s components. The results have implications for science educators. 相似文献
10.
The purpose of this mixed methods study was to investigate whether task instructions that asked adolescents to evaluate the merit of both sides of a controversial issue would affect their topic beliefs and topic belief justifications after they read belief-consistent and belief-inconsistent information. In the quantitative phase, we conducted an experiment in which high school students (n = 45) were randomly assigned to one of four conditions and received their respective pre-reading task instructions. Quantitative analyses showed that task instructions affected topic beliefs and belief justifications. However, inspection of topic belief scores within each condition indicated that some individuals’ beliefs became weaker, whereas others’ became stronger. In the qualitative phase, we conducted interviews to explain why this occurred. The interview data revealed two distinct reader profiles: belief-reflection and belief-protection. The data sets were complementary: the quantitative data indicated group differences in topic beliefs and belief justifications, and the qualitative data allowed us to explain differences within and across groups. 相似文献