In two experiments, high school students read and listened to either a signaled or nonsignaled expository passage. Signals consisted of preview sentences, underlined headings, and logical connective phrases. Results indicated a pattern in which the signaled groups performed better on recall of conceptual information and on generating high quality…

Subjects listened to a short science passage one, two, or three times. Overall amount recalled increased with number of presentations, but recall of conceptual principles and related information increased sharply with repetition, whereas recall of formal equations and concrete analogies did not. Advance organizers functioned similarly. (Author/PN)

This study concerns the role of structural properties of scientific prose: description of relations and explanation of mechanisms. The latter is isolated as a characteristics related to creative problem solving. (Author/GK)

The effect of cognitive style on the performance of four groups of college students (n=326) who used different strategies of study to comprehend prose was investigated. The cognitive styles of the subjects (field dependence/independence) interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.…

Presents a study of metacognitive responses of English school children examining four common metacognitive function measures. Discusses the content of each measure, the search for developmental commonality, and statistical relationships. Concludes that no evidence supported a common metacognitive factor or unified construct, although a common…

Students in Grades six, seven, and eight were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. Results suggest that grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are essential to…