On-Line and Off-Line Assessment of Self-Regulation in Learning from Instructional Text and Picture.

Autor/inn/en	Kunz, Gunnar C.; und weitere
Titel	On-Line and Off-Line Assessment of Self-Regulation in Learning from Instructional Text and Picture.
Quelle	(1989), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Analysis; Computer Assisted Instruction; Content Area Reading; Foreign Countries; Higher Education; Illustrations; Metacognition; Oral Reading; Protocol Analysis; Reader Text Relationship; Reading Comprehension; Reading Processes; Reading Research; Schemata (Cognition); West Germany + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Sinnerfassendes Lesen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildliche Darstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Leseforschung; Cognition; Schema; Kognition
Abstract	Two studies analyzed self-regulatory cognitions of students asked to study complex instruction texts; examined the relationship between self-regulation and performance; assessed self-regulatory processes during learning from text in detail; and examined how pictures integrated in instructional text were processed by learners with different degrees of domain-specific prior knowledge. In the first study, a "Computer-assisted Videoreconstruction" (CaV) procedure was used (presenting instructional material on a microcomputer display where the learner reads only a specially designed passage of text). Twenty subjects studied two structurally paralleled instructional texts (describing technical systems). For the first reading, subjects read the text aloud. After a comprehension test, subjects studied the second instructional text applying the method of "concurrently thinking aloud" (CTA), communicating all thoughts and feelings that occurred during the reading. Findings demonstrated that the frequencies of higher order self-regulative processes differed between CaV and CTA. In the second study, 32 university students with different degrees of domain-specific prior knowledge studied instructional text including comprehension-relevant pictures. Text was presented on a computer screen with a learner-controlled text window. Findings demonstrated significant relations between on-line variables of self-regulation assessed with CaV and learning performance in both text comprehension and knowledge application. (One figure is included, and 19 references are appended.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC