Signaling topic structure via headings or preview sentences

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2013-12-01 DOI:10.1016/S1135-755X(13)70011-3

Robert F. Lorch Jr , Julie Lemarié , Hung-Tao Chen

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引用次数: 13

Abstract

Two experiments compared the effects on text processing of headings and preview sentences that were designed to communicate the same information about the texts’ topics and their organization. In Experiment 1, college students read a text for understanding then were tested on memory for the subtopics and memory for simple facts presented in the text. Memory for subtopics was better for the text with headings; there was no difference between headings and preview sentences on memory for facts. In Experiment 2, participants read a text in order to outline it. Outlining was better if the text contained signals to topic structure than if the text did not contain signals, but there were no reliable differences between previews and headings. The findings show that previews function similarly to headings in a task that emphasizes the relevance of topic structure information, but they do not elicit readers’ attention to topic information as readily as headings do. These results have implications for textbook design and instruction of comprehension strategies.

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通过标题或预览句子提示主题结构

两个实验比较了标题和预览句对文本处理的影响，这两种句子的设计目的是传达关于文本主题和组织的相同信息。在实验一中，大学生先阅读一篇文章，然后测试他们对文章中出现的小标题和简单事实的记忆。有标题的文本对副标题的记忆更好;标题和预习句在记忆事实方面没有区别。在实验二中，参与者阅读一篇文章来概述它。如果文本包含主题结构的信号，概述比文本不包含主题结构的信号更好，但预览和标题之间没有可靠的差异。研究结果表明，在强调主题结构信息相关性的任务中，预览的功能与标题相似，但它们不像标题那样容易引起读者对主题信息的注意。这些结果对教科书设计和理解策略的指导具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.