ERIC Number: ED214130
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Comprehending Procedural Instructions: The Influence of Metacognitive Strategies.
A study was undertaken to delineate and assess the comprehension monitoring activities adults employed when following directions to assemble a model. The study also examined the effects of mode of presentation on such activities. Twenty-six college students were assigned to one of three groups and given a model to assemble. One group received directions consisting of illustrations without text, one group received directions consisting of text without illustrations, and one group received instructions composed of both text and illustrations. The subjects were also given a sheet depicting the various parts of the model and the names of the parts. Half of the students were asked to verbalize as they worked, while half were asked only to think about what they were doing. The results indicated differences in monitoring activities in the students, suggesting that the activities could be categorized in a taxonomy of metacognitive strategies. The relationship between those strategies and the effectiveness of performance, however, was not clear. Subjects in the text only and illustration only conditions used both a greater variety and a greater number of strategies than did those in the illustration and text condition but this did not seem to lead to the most efficient performance. (Copies of the instructions are appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Comprehension Monitoring; Direction Following; Reading Strategies
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).