Using a developed structural schema specifying the categories of knowledge important to understanding a scientific theory, two experiments involving 82 undergraduates were conducted to assess the effects of structural schema training and text organization on the comprehension and recall of scientific prose. (Author/PN)

Previous research conducted from a schema theory perspective has neglected those instances where the reader is confronted with unfamiliar text. This issue is addressed, and initial results on training students to acquire and use form schema in processing relatively unfamiliar descriptive prose are presented. Thirty-two college students were…

The effectiveness of having 51 students generate their own headings for scientific text is assessed. Results reveal that generating headings enhances performance on a number of recall measures compared to either author-provided headings or no headings. (Author)

Two experiments examined the effects of embedded and intact (outline) headings on the processing of complex text material by college students. Results indicated that embedded headings reliably improved delayed test performance. It was further found that instructions in the use of headings as processing aids facilitated test performance. (Author/PN)