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Forrin, Noah D.; Mills, Caitlin; D'Mello, Sidney K.; Risko, Evan F.; Smilek, Daniel; Seli, Paul – Journal of Experimental Education, 2021
The prevalence of the acronym tl;dr ("too long; didn't read") suggests that people intentionally disengage their attention from long sections of text. We studied this real-world phenomenon in an educational context by measuring rates of intentional and unintentional mind-wandering while undergraduate student participants (n = 80) read…
Descriptors: Undergraduate Students, Reading Processes, Attention, Text Structure
Gasparinatou, Alexandra; Grigoriadou, Maria – Computer Science Education, 2011
Previous studies have shown that students with low knowledge understand and learn better from more cohesive texts, whereas high-knowledge students have been shown to learn better from texts of lower cohesion. This study examines whether high-knowledge readers in computer science benefit from a text of low cohesion. Undergraduate students (n = 65)…
Descriptors: Undergraduate Students, Reading Comprehension, Computer Science Education, Aptitude Treatment Interaction
Yu, Guoxing – Assessing Writing, 2009
This paper reports the effects of the properties of source texts on summarization. One hundred and fifty-seven undergraduates were asked to write summaries of one of three extended English texts of similar length and readability, but differing in other discoursal features such as lexical diversity and macro-organization. The effects of…
Descriptors: Familiarity, Writing (Composition), Undergraduate Students, Higher Education
Osana, Helena P.; Lacroix, Guy L.; Tucker, Bradley J.; Idan, Einat; Jabbour, Guillaume W. – Journal of Educational Psychology, 2007
This study extended the work of S. Siddiqui, R. F. West, and K. E. Stanovich (1998), who studied the link between general print exposure and syllogistic reasoning. It was hypothesized that exposure to certain text structures that contain well-delineated logical forms, such as popularized scientific texts, would be a better predictor of deductive…
Descriptors: Undergraduate Students, Inferences, Thinking Skills, Multiple Regression Analysis

Buehl, Michelle M.; Alexander, Patricia A.; Murphy, P. Karen; Sperl, Christopher T. – Journal of Literacy Research, 2001
Notes undergraduate students read both a one-sided text on educational reform and a two-sided nonrefutational text on the V-chip; and that they completed topic-specific beliefs, knowledge, and interest measures and reacted to specific text characteristics. Finds that although both forms of texts affected readers, the effects varied by the type of…
Descriptors: Higher Education, Persuasive Discourse, Reader Text Relationship, Student Attitudes

Schraw, Gregory; And Others – Journal of Reading Behavior, 1995
Examines the relationship among sources of interest, perceived interest, and text recall. Reveals (through factor analysis) six different sources of interest. Suggests sources of interest affect perceived interest, which in turn affects recall. Suggests that text structure appears to play an important role in perceived situational interest and,…
Descriptors: Higher Education, Reader Text Relationship, Reading Comprehension, Reading Interests
Johnsey, Ava L.; And Others – 1990
This study investigated the position of illustrations and how they affect the sequential organization of text. The primary purpose was to describe learners' reading sequence and preference for page designs with variations of illustration placement. The 70 subjects were undergraduate and graduate students enrolled in education courses at Memphis…
Descriptors: Desktop Publishing, Graduate Students, Higher Education, Illustrations

Dee-Lucas, Diana; Larkin, Jill H. – Journal of Educational Psychology, 1990
Effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Results suggest that the usual proof-first structure is more difficult than a principle-first structure and results in less complete text representation. (SLD)
Descriptors: Higher Education, Readability, Reader Text Relationship, Reading Comprehension

David, Prabu – Human Communication Research, 1998
Investigates four experiments on whether the addition of a representative picture to a news item improves recall of that item by undergraduate students in journalism courses. Finds that it does; that concrete news items were recalled better than abstract news items; and news concreteness was strongly correlated with various picture attributes,…
Descriptors: Higher Education, Journalism Research, Mass Media Use, News Reporting