Literaturnachweis - Detailanzeige
| Autor/in | Farley, Frank H. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Children's Learning from Discourse: Arousal and Imagery Effects on Literal and Inferential Comprehension. Technical Report No. 266. [Report No.: TR-266 |
| Quelle | (1972), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Children; Cognitive Processes; Elementary School Students; Imagery; Learning Processes; Reading Comprehension; Reading Research; Reading Skills; Retention (Psychology); Textbooks |
| Abstract | The effects of imagery instructions, word arousal value, and retention interval on children's literal and inferential comprehension of text was studied using 459 grade 3, 4 and 5 students. Imagery instructions significantly facilitated inferential comprehension on the short-term retention test but this effect disappeared a week later. On the other hand, imagery instructions significantly impaired long-term literal comprehension. Thus the only factor found to significantly enhance long-term comprehension of text was the (positive) arousal manipulation. (Author/SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
