Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that…

Recent studies have used Coh-Metrix, an automated text analyzer, to assess differences in language characteristics across different genres and academic disciplines (Graesser, McNamara, & Kulikowich, 2011; McNamara, Graesser, McCarthy, & Cai, 2014). Coh-Metrix analyzes text on many constructs at different levels, including Word Concreteness…

In agreement with prior studies, syntactic order produced better recall, and recall errors were semantically related to the narrative. The more vivid versions of the paragraphs produced higher recall suggesting that imagery may play a role in recall. (Authors)

Provides evidence of the existence of serial position and isolation effects in a classroom lecture simulation involving extended meaningful discourse. Isolating an item facilitated learning of that item. (Author/DEP)

Study was designed to extend previous studies on note taking and listening by investigating the effects of thematic relatedness and of opportunity for consolidation on the learner's recall. (Authors)

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

Questions that come before the relevant material seem to affect attention only, and questions that come after the relevant material seem to affect retention or rehearsal only. (Author)