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ERIC Number: ED401320
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 9
Abstractor: N/A
Reference Count: N/A
Highlighting Text as a Study Strategy: Beyond Attentional Focusing.
Lindner, Reinhard W.; And Others
Two experiments were conducted to investigate whether the strategy of differentiating main and supporting ideas with different colored highlighter pens resulted in greater use of schema building and increased recall of information by students and whether the benefits of text marking come at the time of encoding or at the time of review. Sixty-six college students participated in the first experiment, and 1,107 in the second. A posttest-only control/comparison group design was used, with multiple-choice test testing student recall of the material. Preliminary results from the first study indicates that there was a small, though statistically nonsignificant, effect due to text marking, with two-color highlighting resulting in the greatest retention. Results of the second study did not lend further support to the findings of experiment one. Results on the immediate test were the opposite of those from the first experiment, and results of the delayed test showed that all groups scored about equally well, although the two-highlighter group showed the most gain, suggesting that the benefits, if any, from the strategy come at the time of review. (Contains three tables and eight references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A