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ERIC Number: ED049015
Record Type: RIE
Publication Date: 1971-Feb
Pages: 22
Abstractor: N/A
Reference Count: 0
A Heuristic Model for Research on Prose Learning.
Frase, Lawrence T.
Learning activities that are associated with programed materials can be applied to learning from ordinary text; in fact, there is no essential difference between programed and ordinary text. Active response so important to programed learning can be controlled in textual materials by carefully defined adjunct aids such as word lists, underlining, and the types of questions asked. Sequencing of information, which is related to the organizational characteristics of a text, significantly influences recall. Appropriate pacing is more difficult with ordinary reading materials because the material is not divided into small, easily assimilated chunks as is the case of programed instruction. It has been suggested that the reading process should be slowed down, and this could be accomplished by inserting cues that would elicit appropriate learning activities. Adjunct aids in the form of typographical cues, questions, advance organizing statements, charts, etc. can direct attention and guide learning by the cue properties that are in the text. These aids may function to arouse, direct, simplify, prompt, pace, sequence, maintain, amplify, and train learning activities. Seldom is the kind of task analysis done, however, that would make it possible to adequately build adjunct aids. References are included. (DH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971