Do Specific Relevance Instructions Promote Transfer Appropriate Processing?

Autor/in	McCrudden, Matthew T.
Titel	Do Specific Relevance Instructions Promote Transfer Appropriate Processing?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 39 (2011) 6, S.865-879 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-010-9158-x
Schlagwörter	Sentences; Reading Comprehension; Undergraduate Students; Cues; Recall (Psychology); Control Groups; Experimental Groups; Questioning Techniques; Learning Processes + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Leseverstehen; Stichwort; Abberufung; Befragungstechnik; Fragetechnik; Learning process; Lernprozess
Abstract	This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across conditions for sentences targeted by the pre-reading questions. There were three main findings with respect to cued recall. First, participants in the experimental conditions did better on questions that had greater similarity to relevance instructions than questions that had lesser similarity to relevance instructions. Second, participants in the experimental conditions did better on questions that had greater similarity to relevance instructions than the participants in the other conditions on those same questions. Third, participants in the control condition recalled equal amounts of information for both question. The results suggest that specific relevance instructions promote transfer appropriate processing and affect the quality of memory for text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10