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Direct linkDutke, Stephan; Barenberg, Jonathan; Leopold, Claudia – Metacognition and Learning, 2010
In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after…
Descriptors: Test Format, Prior Learning, Experimental Groups, Young Adults
Oksa, Annishka; Kalyuga, Slava; Chandler, Paul – Instructional Science: An International Journal of the Learning Sciences, 2010
The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text condition. Experiment 1 demonstrated that the explanatory notes group reported a lower cognitive load and…
Descriptors: Control Groups, Drama, Prior Learning, Program Effectiveness
Download full textLiang, Lauren Aimonette – RMLE Online: Research in Middle Level Education, 2011
Teaching narrative text selections is an important part of the middle grades English curriculum. As middle grades educators search for ways to best support their students' reading, it is important to consider carefully the effects of various approaches to teaching literature. This study focused on the two most popular approaches to teaching…
Descriptors: English Curriculum, Reader Response, Literary Genres, Grade 6
Yao, Yuanming; Gill, Michele – Journal of Interactive Learning Research, 2009
The impact of hypertext presentation formats on learner control and cognitive load was examined in this study using Campbell and Stanley's (1963) Posttest Only Control Group design. One hundred eighty-six undergraduate students were randomly assigned to read a web-based text with no annotations, online glossary annotations, embedded annotations,…
Descriptors: Hypermedia, Documentation, Electronic Publishing, Supplementary Reading Materials
Walker, Angela L. – Journal of Instructional Psychology, 2008
Plagiarism may result from faulty cognitive processing and thereby be unintentional (Marsh, Landau, & Hicks, 1997). The current study tested the effectiveness of paraphrasing training designed to prevent unintentional plagiarism. Thirty-six students enrolled in research methods participated, one group received paraphrasing training; a control…
Descriptors: Plagiarism, Intention, Cognitive Processes, Research Design
