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ERIC Number: ED197327
Record Type: RIE
Publication Date: 1980-Nov
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Cognitive Mapping: Understanding, Organizing, and Remembering Written Discourse.
Rauch, Margaret; Fillenworth, Ceil
An investigation was conducted comparing six college students who used cognitive mapping to two control groups, each with five students, who used a self-selected study strategy and reading. Cognitive mapping is a study strategy that displays the meaning of text through a diagram depicting the interconnectedness of the ideas in the text. Results from an analysis of covariance, using the total score from a standardized reading test as the covariate, showed no significant differences between groups on the delayed retention of information for each of three question types--main idea, subcategories, and details. Although students in the mapping group had the lowest mean on the standardized reading test, they achieved the highest mean on each question type. This was an interesting result in light of the fact that the mapping group received only two 50-minute instructional sessions with the mapping strategy, whereas students in the self-selected strategy group were allowed to use their preferred strategy, one developed over a long period of time. These results indicated that mapping may have potential as a study strategy. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Mapping
Note: Paper presented at the Annual Meeting of the Minnesota Reading Association (Mankato, MN, November 7-8, 1980).