Author: Michael A. BluestonePublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 222
Book Description
The Effects of an Advance Organizer, Text Structure, and a Preview of Structure on the Learning and Retention of Prose Material
Author: Michael A. BluestonePublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 222
Book Description
Resources in Education
Author: The Effects of Advance and Post Organization on the Learning and Retention of Prose Material
Author: Leon C. YoungPublisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 246
Book Description
Purpose of the Study The main purpose of this study was to determine the influence of the use of written advance organization, post organization or both advance/post organization on learners as compared to the use of non organization for the learning and retention of verbal, academic material. An additional interest was to determine the effect of the type of student using the various organizers at two different times of recall; immediate and retention three weeks following the initial learning experience. Procedure Eighty (80) subjects from each of three areas of study at Oregon State University participated in a learning experiment which utilized four levels of a written conceptual organizer. The four levels of organizer (i.e., advance, post, advance/post, and non organizer) established the four treatment groups used for each type of student. Students (116 female, 124 male) from teacher education, industrial education, and science majors in chemistry were presented appropriate verbal organizers prior to and/or following the learning of meaningful verbal material to determine whether learning and retention were enhanced. The post and non organizer groups received a non organizing, historical passage to study for eight minutes prior to reading a longer learning passage on the metallurgical properties of carbon steel. The advance and advance/post organizer groups received a concept building, background passage prior to reading the same learning passage. Following a twenty minute period allowed for reading the learning passage, the advance and non organizer groups received the historical, non organizing passage to study for an eight minute period. The post and advance/post organizer groups received the concept building, background passage for the same period of time. All subjects took the same criterion test consisting of thirtytwo (32) multiple choice questions immediately following the last stage of the experiment. No time limit was imposed and the subjects completed the test at their own speed. All subjects repeated the same test three weeks following the learning exercise for a measure of retention. The learner's score on the criterion test was determined by the number of correct responses. The materials used in the study were developed by and used with the permission of Dr. David P. Ausubel. The collected data were analyzed using the F statistic to determine if differences existed among the mean scores. Both the three-way analysis of variance and a multiple comparisons analysis were conducted. The Least Significant Difference test was utilized when comparisons showing significant differences contained more than two means. Conclusions The following conclusions were supported as a result of the study and are based upon the findings: 1. A written advance organizer effectively facilitated the learning and retention of meaningful verbal material. 2. Neither post nor advance/post organization significantly facilitated the learning and retention of meaningful verbal material for the sample as a whole. 3. Both advance and advance /post organization facilitated learning and retention significantly more than did non organization for industrial education subjects only. 4. The performance of different types of students using the same types of organizers as an aid to facilitate learning differed significantly. 5. The performance level of the different types of students did not persist for all four types of organizer.
The Effects of Advance Organizers and Type of Review Question on the Learning and Retention of Prose Material
Author: Michael Joseph KramsDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 560
Book Description
Persuasive Communication
Author: Richard O. YoungPublisher: Routledge
ISBN: 1317417178
Category : Business & Economics
Languages : en
Pages : 481
Book Description
This updated and expanded edition of Persuasive Communication offers a comprehensive introduction to persuasion and real-world decision making. Drawing on empirical research from social psychology, neuroscience, business communication research, cognitive science, and behavioral economics, Young reveals the thought processes of many different audiences—from investors to CEOs—to help students better understand why audiences make the decisions they make and how to influence them. The book covers a broad range of communication techniques, richly illustrated with compelling examples, including resumes, speeches, and slide presentations, to help students recognize persuasive methods that do, and do not, work. A detailed analysis of the emotions and biases that go into decision making arms students with perceptive insights into human behavior and helps them apply this understanding with various decision-making aids. Students will learn how to impact potential employers, clients, and other audiences essential to their success. This book will prove fascinating to many, and especially useful for students of persuasion, rhetoric, and business communication.
Thinking and Learning Skills
Author: S. F. ChipmanPublisher: Routledge
ISBN: 113655808X
Category : Education
Languages : en
Pages : 656
Book Description
First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.
The Technology of Text
Author: David H. JonassenPublisher: Educational Technology
ISBN: 9780877781912
Category : Education
Languages : en
Pages : 472
Book Description
Abstract: Techniques for designing and developing text materials are described and elaborated for text development technologists. This book focuses on 2 broad categories of techniques for structuring textual materials, termed "implicit" (e.g.: discourse analysis, elaboration theory) and "explicit" (e.g.: algorithms, tables, diagrams) techniques. Implict techniques are concerned with the structure of the content and sequencing of the message; explicit techniques display the structure of the message. The 4 sections of the book address; implicit communication techniques; explicit textual design; specific design problems; and how individuals differentially interact with text materials, ranging from printed matter to television projections. (wz).
Comprehensive Dissertation Index
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 948
Book Description
Schooling and the Acquisition of Knowledge
Author: Richard C. AndersonPublisher: Routledge
ISBN: 135198568X
Category : Psychology
Languages : en
Pages : 405
Book Description
Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.