ERIC Number: ED195953
Record Type: RIE
Publication Date: 1980-Oct
Reference Count: 0
Increasing Background Knowledge through Analogy: Its Effects upon Comprehension and Learning. Technical Report No. 186.
Hayes, David A.; Tierney, Robert J.
One hundred eleventh and twelfth grade students were grouped according to their knowledge of and interest in baseball and were then tested for their recall of information presented with varying levels and amounts of background information and analogy. The information was presented in the following ways: (1) analogy embedded in text, (2) analogy given as the topic of an antecedent text, (3) analogy embedded in text in conjunction with an analogous-antecedent text, and (4) information presented on a topic without explicit analogies. The data suggested that attempts to increase background knowledge were more beneficial than a control condition in which no attempt was made, but the overall measures revealed no unique effects related to analogy. Analyses across passages suggested that the more information subjects were given about the unfamiliar topic, the more text reproductions they produced. The group given analogies both in an antecedent text and embedded in the instructional text generated more text reproductions than the other groups. All of the groups given some information in antecedent texts generated more than the control group, which was not given such texts. Student background knowledge seemed to influence recall regardless of treatment condition. (RL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.