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Effects of Individual Differences, Processing Instructions, and Outline and Heading Characteristics on Learning from Introductory Science Text. Section 3: Generation of Descriptive Text Headings. Final Report.
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Dansereau, Donald F. – 1982
Because many textbooks contain sparse headings or no headings at all, the effectiveness of having students generate their own headings while studying material from an introductory biology text was investigated. General psychology students (N=51) were randomly assigned to three groups: (1) Headings Generation, given instructions on creating a…
Descriptors: Biology, Cognitive Processes, College Science, College Students
Effects of Individual Differences, Processing Instructions, and Outline and Heading Characteristics on Learning from Introductory Science Text. Section 1: Utilizing Intact and Embedded Headings as Processing Aids with Non-Narrative Text. Final Report.
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Dansereau, Donald F. – 1982
Suggesting that headings provide useful cues for input/output processing, this investigation examined the utility of intact (topic outline format) and embedded (appropriately positioned within text) headings as processing aids with non-narrative text material under conditions of immediate and delayed recall. Passages were selected from biology…
Descriptors: Biology, Cognitive Processes, College Science, College Students
Effects of Individual Differences, Processing Instructions, and Outline and Heading Characteristics on Learning from Introductory Science Text. Section 2: The Effects of Author-Provided Headings on Text Processing. Final Report.
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Dansereau, Donald F. – 1982
Effects of embedded (appropriately positioned within text) and intact (outline format) headings on the processing of ecological and geological text material were examined in two separate studies. Suggesting that outlines may provide readers with global information about a passage and that embedded headings may aid in discovering relationships…
Descriptors: Biology, Cognitive Processes, Cognitive Style, College Science