An investigation of the effects of advance organizers and reader's purpose on the acquisition and retention of subordinate information from text
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| Publicado en: | ProQuest Dissertations and Theses (1988) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | The studies presented investigated the effects of advance organizers and the influences of reader background knowledge, idea-unit position within a text structure, and relative importance of idea units on the recall of information from text. In the first study, intended to provide additional evidence that the locus of organizer effects is at encoding, 48 college students were randomly assigned to between-subjects conditions consisting of relevant or irrelevant background, organizer or no organizer, and text or no text. Subjects read introductory and text materials and were tested for their recognition of idea units that were structurally high and important, structurally high and unimportant, structurally low and important, and structurally low and unimportant. Two within-subjects factors consisting of structural level (high and low) and importance (important or unimportant) were used to assess the influence of these variables on subsequent forced-choice recognition. The result was a 2x2x2x2x2 factorial design. Main effects for text, for importance, and an interaction between structure and importance were significant. The absence of a significant main effect for the organizer or a significant organizer by text interaction were interpreted as evidence that the organizer influences text processing rather than serving to prime the existence of relevant prior knowledge. The second study, conducted with 88 subjects, differed from the first in that it substituted a purpose condition (purpose or no purpose) for the text condition. Again, the experimental design was a 2x2x2x2x2 factorial with repeated measures on two factors, structure and importance. Analysis of the data yielded a significant main effect for importance and a significant four-way interaction involving structure, importance, background, and organizer. Results are interpreted to suggest that the more relevant knowledge the reader brings to the reading task, the less dependent he or she is on the influence of text structure. An advance organizer appears to compensate for the absence of such relevant prior knowledge. |
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| ISBN: | 9798206459463 |
| Fuente: | ProQuest Dissertations & Theses Global |