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ERIC Number: ED170726
Record Type: RIE
Publication Date: 1978-Dec
Pages: 44
Abstractor: N/A
Reference Count: 0
Effects of Organizational Aids on Learning from Prose Texts. Technical Note 79-5.
Main, Ray E.
The objectives of this study were to identify and evaluate strategies for organizing prose content that appear appropriate for real-life training applications. An analysis of prose passages in a typical high school science text identified three basic types of graphic representations: associative (AR), comparative (CR), and directed (DR). Once appropriate sets of behavioral objectives were specified and graphic formats displaying each type of relationship were designed, three instructional treatments were prepared: text (T), text-adjunct (TA) in which the text was supplemented with DR and CR diagrams, and text-underlined (TU) in which the graphic information was simply underlined. Groups of 56 Navy recruits, equally divided into high and low science achievement levels, participated in one of the three treatments, followed by free recall and multiple-choice performance tests. The findings were equivocal with respect to the advantages of supplementing prose text with organizational aids; although TA treatment was clearly superior in the free recall of DR materials, TU was superior in terms of multiple-choice test performance on CR materials. Contrary to expectations, no significant interaction between treatment and previous achievement level occurred. (RL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Navy Personnel Research and Development Center, San Diego, CA.
Identifiers: Prose Learning