ERIC Number: ED222884
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
The Effects of Advance Organizer and Anticipation Activity on the Learning of Texts.
Kuhara, Keiko; Hatano, Giyoo
Given the general agreement that learning of texts is facilitated by learners using relevant concepts or schemata to subsume contents, a study was conducted to see if giving learners an advance organizer and requiring anticipation activity would help in the formation of new schemata and, therefore, result in the enhancement of learning. Subjects were 264 undergraduates. They were given three prose texts to read, each followed by an immediate cued recall test and a delayed recall test on all three texts after 25 minutes of interpolated tasks. Prior to the learning of the texts, which contained examples following rules, half the learners were given the rules as an advance organizer and half were not. Each of these two groups were halved again into groups required to anticipate using the rules or not. Results indicated that the advance organizer had a facilitative effect on the grasp and application of the rules, but had no effect on the recall of the texts governed by the rules. There was no evidence that the advance organizer helped in the formation of the relevant schemata. Anticipation activity had a facilitative effect on the recall of the second and third texts even in the group without the advance organizer. These results suggest that requiring anticipation facilitated using the rules, which resulted in an improved grasp of them. (JL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).