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Peer reviewedKraft, Robert N.; And Others – Communication Research, 1991
Examines memory for visual narratives as a function of cinematic structure. Identifies two important principles (establishing shots and directional continuity) for restructuring real-world activities into coherent filmed sequences. (SR)
Descriptors: Film Production, Films, Higher Education, Media Research
Peer reviewedTherriault, David J.; Raney, Gary E. – Scientific Studies of Reading, 2002
Suggests that (1) readers store a substantial amount of text-sequencing information; (2) memory for text-sequencing information is strongly related to comprehension; (3) memory for place on the page is very weak; and (4) memory for place-on-the-page and text-sequencing information appear to be distinct. Indicates that text-sequence information is…
Descriptors: Higher Education, Memory, Reader Text Relationship, Reading Comprehension
Peer reviewedSadoski, Mark; And Others – Journal of Educational Psychology, 1993
The comprehensibility, interestingness, familiarity, and memorability of concrete and abstract instructional texts were studied in 4 experiments involving 221 college students. Results indicate that concreteness (ease of imagery) is the variable overwhelmingly most related to comprehensibility and recall. Dual coding theory and schema theory are…
Descriptors: Abstract Reasoning, Content Analysis, Encoding (Psychology), Familiarity
Peer reviewedBacon, Ellen H.; Carpenter, Dale – Learning Disability Quarterly, 1989
The study found that college students with learning disabilities (LD) were as able as nondisabled students to use story grammar and comparison text structure to aid recall of social studies text passages. However, LD students scored significantly lower on use of causation text structure. Results suggest that use of comparison structures precede…
Descriptors: Cognitive Processes, College Students, Higher Education, Learning Disabilities
Peer reviewedKrug, Damon; And Others – Contemporary Educational Psychology, 1989
Three experiments examined the effects of outlines prefacing text and headings inserted in the text on the recall of prose by 178 undergraduates. Results indicate that a combination of outlines and headings best benefit readers' recall. Results are discussed from a schema activation perspective. (SLD)
Descriptors: Advance Organizers, Higher Education, Memory, Outlining (Discourse)
Direct linkCoirier, Pierre; Favart, Monik; Chanquoy, Lucile – European Journal of Psychology of Education, 2002
The goal of this study was to analyze the development of the relationship between conceptual and linguistic processes as regards idea ordering and structuring (linearizing), when composing a text. Participants (from 7th graders to University students) were required to compose a text using a list of eleven scrambled ideas. Conceptual rules allow to…
Descriptors: Text Structure, Linguistics, Models, Cluster Grouping
Download full textMcCutchen, Deborah; Dibble, Emily – 1990
A study investigated the role of phonemic (sound-based) information during silent reading to determine whether the visual tongue-twister effect occurs only when readers make judgments of sentence acceptability or whether the visual tongue-twister effect is due to the way sentences are represented in memory. Data were collected from 45 university…
Descriptors: Analysis of Variance, Cues, Distinctive Features (Language), Higher Education
