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ERIC Number: ED317599
Record Type: Non-Journal
Publication Date: 1990-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student- versus Expert-Generated Knowledge Maps: Postorganization, Initial Acquisition, and Transfer.
Hall, Richard H.; And Others
The major purpose of the present experiment was to assess the impact of student-generated and expert-generated knowledge maps on the effectiveness of post-organizer construction, initial acquisition, and transfer. Sixty students at the University of Missouri-Rolla were included in this study. Participants were required to study a passage and create a summary of the material in one of three conditions. Those in the text-map group (TM) and those in the text-text group (TT) studied a passage in the form of traditional text, while those in the map-text group (MT) studied the passage in the form of a knowledge map. Those in groups TT and MT created a summary in the form of traditional text, while those in group TM created a summary in the form of a knowledge map. Following the summary, all groups studied a second knowledge map that described psychological research designs. Students completed recall tests over both passages 2 days later. Results indicate that students in all groups performed better on the summary (post-organizer) than on either recall test, and recalled significantly more information from the text passage than from the experimental design passage. TT subjects performed better than did the other groups on post-organizer accuracy, while the other two groups recalled more of the information in the transfer passage. Post-organizer accuracy proved to be a significant predictor of recall in MT subjects, while post-organizer accuracy and recall were largely unrelated for the other groups. A 28-item list of references, two data tables, and a figure providing part of a knowledge map are included. (Author/TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A