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Brooks, Larry W.; And Others – Journal of Educational Psychology, 1983
Two experiments examined the effects of embedded and intact (outline) headings on the processing of complex text material by college students. Results indicated that embedded headings reliably improved delayed test performance. It was further found that instructions in the use of headings as processing aids facilitated test performance. (Author/PN)
Descriptors: Advance Organizers, Comprehension, Cues, Higher Education

Renninger, K. Ann; Snyder, Samuel S. – Journal of Educational Psychology, 1983
The influence of matched or mismatched cognitive styles on perceived satisfaction and performance among students and teachers was examined in eight secondary school classrooms comprising 192 students. Results revealed the predicted interaction effect (favoring matched styles) on student perceptions of satisfaction and a similar trend on…
Descriptors: Academic Achievement, Cognitive Style, Field Dependence Independence, High Schools