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ERIC Number: ED253859
Record Type: Non-Journal
Publication Date: 1984-Aug
Pages: 23
Abstractor: N/A
Reference Count: N/A
Effects of Map Processing upon Text Comprehension.
Kirby, John R.; And Others
A study investigated the effects of a spatial adjunct aid--maps--upon probed comprehension and free recall with respect to a text in which map-related information (macropropositions) could be clearly distinguished from more abstract information (micropropositions). Forty-eight tenth grade students were randomly assigned to either a control group or a map processing group. assigned to either a control group or a map processing group. Approximately half of the students in each group were of average and half above average reading ability. Students in both groups were instructed to read a 775-word story carefully so that they could answer questions about it afterwards. The students in the map processing group were told to complete a map as they read. After reading, students in both groups participated in 10 minutes of filler activities, then were told to write as much of the story as they could remember. Next, they completed a multiple-choice comprehension instrument. Results indicated that the map processing affected text comprehension in several distinct ways. In free recall, it increased overall recall of details and main ideas, but this superiority largely concerned map-related information that by itself was not important for the central meaning of the text. In fact, map processing resulted in a decline in the recall of some abstract macropropositions, particularly for the average readers. In terms of comprehension, map processing resulted in higher scores for inferential questions, but this was largely due to better performance on two spatial questions and was in spite of worse performance on one abstract question. Less able readers did worse on one elaborative inference after map processing. (The map used in the study is appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A