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Peer reviewedTaylor, Barbara M. – Journal of Educational Psychology, 1982
In two experiments, instruction in a hierarchical summarization study strategy focusing on the organization of ideas in a text was compared with the procedure of answering questions after reading. Fifth-grade student comprehension and memory were enhanced but were found to be affected by mastery of the strategy. (Author/CM)
Descriptors: Elementary Education, Grade 5, Learning Processes, Memory
Peer reviewedAndreassen, Carol; Waters, Harriet Salatas – Journal of Educational Psychology, 1989
The relationship between knowing that organization during study will facilitate performance (metamemory) and grouping pictures by semantic category was examined in a free recall task for 60 first-graders and 48 fourth-graders. Results suggest that how and when reflective activity occurs may be crucial for learning effectiveness. (SLD)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Grade 1
Peer reviewedGlover, John A.; And Others – Journal of Educational Psychology, 1990
Three experiments with 120 college undergraduates and 62 seventh graders examined the utility of inserting a delay between reading an advance organizer and its related text. A moderate delay may enhance the effects of advance organizers. Results support an "accessibility" hypothesis and do not support a "rehearsal" hypothesis.…
Descriptors: Advance Organizers, Education Majors, Elementary Education, Encoding (Psychology)
