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Download full textBrooks, Larry W.; Dansereau, Donald F. – 1981
Previous research conducted from a schema theory perspective has neglected those instances where the reader is confronted with unfamiliar text. This issue is addressed, and initial results on training students to acquire and use form schema in processing relatively unfamiliar descriptive prose are presented. Thirty-two college students were…
Descriptors: Comprehension, Higher Education, Individual Differences, Knowledge Level
Peer reviewedAnnis, Linda F. – Journal of Educational Psychology, 1979
Field-independent and dependent students read or took notes on a logically organized or scrambed article. Field-independent students scored better than field-dependent students on items of high structural importance to the meaning of the passage. Cognitive style effects on material of low structural importance were not significant. (Author/RD)
Descriptors: Cognitive Style, Content Analysis, Higher Education, Learning Activities
