The effects of structured overviews and purposeful questions on the comprehension of grade eight social studies material
Year: 1972
Type: dissertation
Abstract: Advance Organizers trrlhen Ausubef (f963) formulated his theory of meaningful reception learning he provided.the first theoretical framework to support research subjects in all cases were senior urrdergrad.u-atestudents in Edu"cational Psycho'l ogy.A later study (Jerrolds L967) u-sing similar advance organizers bu-t with grad.e nine students, did not corroborate previous find-ings .Jerrolds tested the effects of a lOO-word prose advance organizer and mod-ified-version formulated arourd main idea concepts.He found that neither produced any effect on delayed retention.In this study certain e4perimental groups received.instruction in the use of the organizers but, while those above average I.Q.subjects who received instruction in the use of the mod.ified ad.vance organizer achieved.higher scores than the above average I.Q.stud-ents using the same ad.vanceorganLzer without prior instruction, none of the erperimental groups using advance organizers achieved significantly higher results than the control group which had-no advance otganízer.As the major d.ifference between Jerrold's study and the previous studies was the age and.ed.ucational level of the subjects, the conflicting findings raise the possibitíty that educational level or maturity nay be a factor in the effectiveness of ad.vance organizers.Bauman and Gl-ass (tg6g) took the investigation of prose organizers a step further by rnvestigating the effect of the position of the organizer for rrniversity stud.ents.The experimentaL gror-rps received.a prose organizer either prior to, or directly after, erposure to the learning passage.hïhile the mean for the two experirnental groups was not significantly higher than the control group the post-organizer group NI]AD TIf]S PACI CAIIi'FULLY You arc golng Lo rcaci a passagc ancr thcn ansrver a mur,tlpJ-echolce quiz: to sec horv much of thc pirssagc you can remembur.Thc outll¡rc belor.¡ls glven to heì.p you to unciurstancl and rcmember tlre pa,ssage.Reacl l,h1s outl-ine carc-luJ_ly.you w11l- not bc abL.f-c rt:r.'Lunbt-'r1L allbut.tri, tc rrrnr'rrL,il' tir, crder of' tne iclcas.As you rearì the passaf,v l-ook for infornatlorr that goc.s rvith e-ach of Liluse icieas.When you have flnished reading the outline carcfully, turn this page over and <io not l-ooii at it agaln, then reacì the passage beginnlng on thc next pagc.Outllne A. ïntroduction
Source: Mspace (University of Manitoba)
Author: Thain, Chris,
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7028072771