The Cognitive Functions of Underlining as a Study Technique.

Peterson, Sarah E.

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Peer reviewed

ERIC Number: EJ441049

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0886-0246

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The Cognitive Functions of Underlining as a Study Technique.

Peterson, Sarah E.

Reading Research and Instruction, v31 n2 p49-56 Win 1992

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

Descriptors: Cognitive Structures, Higher Education, Learning Processes, Learning Strategies, Reading Research, Study Habits, Study Skills, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A