Literaturnachweis - Detailanzeige
| Autor/in | Glynn, Shawn M. |
|---|---|
| Titel | Effects of Assimilatory and Retrieval Contexts on the Reproductive and Productive Recall of Text. |
| Quelle | (1979), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Processes; Context Clues; Higher Education; Instructional Materials; Learning; Learning Activities; Learning Processes; Organization; Productive Thinking; Recall (Psychology); Research Reports |
| Abstract | When the context of instructional discourse maximizes the likelihood of interaction with preexisting knowledge structures, productive learning outcomes may be increased. In the present study, 44 undergraduate students who read a hierarchically structured text were asked to recall its contents immediately and again six weeks later. The generation of topically related knowledge prior to text processing, coupled with the availability of text topics and hierarchical structure at retrieval, produced the highest level of overall recall after a six-week interval had elapsed. The availability of text topics and hierarchical structure also enhanced the generation of productive ideas when recall was tested after six weeks. These findings suggest that students should be discouraged from processing instructional discourse along solely reproductive lines. If new information is compartmentalized and differentiated from preexisting knowledge, then learning outcomes will be limited. Students who process instructional material productively can generate legitimate new products by combining newly acquired information with preexisting referential knowledge. (Author/RD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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