Development of Ideational Bonds in Text via Relational and Locative Cues.

Autor/inn/en	Glynn, Shawn M.; Di Vesta, Francis J.
Titel	Development of Ideational Bonds in Text via Relational and Locative Cues.
Quelle	(1978), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Context Clues; Higher Education; Learning Processes; Reading Research; Recall (Psychology); Semantics; Syntax; Textbook Research + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Leseforschung; Abberufung; Semantik; Schulbuchforschung
Abstract	How well items of information which comprise a text are learned may depend upon the semantic and syntactic relationships (ideational bonds) which exist among those items. To determine if the ability of learners to recall text information is influenced by the location of the information within the text and by syntactic contrasts among informational items, 22 college students were given a passage to study and then were administered a completion-type recall test. The results showed that items of information located in a context of topically related information are more readily recalled than those located in a topically unrelated context. However, items which were contrasted with one another through syntactic cues were recalled no better than those which occurred alone and unconnected. These findings suggest that if logical relations are built into the semantic structure of texts, learning from the texts will be improved. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC