Effects of structure strategy training and signaling on recall of text

Journal of Educational Psychology

Volumn 93, Issue 1, 2001, Pages 141-159

  Meyer, Bonnie J F ^a   Poon, Leonard W ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035583836     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.93.1.141     Document Type: Article

References (74)

1. Babcock, R., & Salthouse, T. A. (1990). Effects of increased processing demands on age differences in working memory. Psychology and Aging, 5, 421-428.
2. Baddeley, A. D. (1992, January). Working memory. Science, 255, 556-559.
3. Barnett, J. E. (1984). Facilitating retention through instruction about text structure. Journal of Reading Behavior, 16, 1-13.
4. Bartlett, B. J. (1978). Top-level structure as an organizational strategy for recall of classroom text. Unpublished doctoral dissertation, Arizona State University.
5. Borgatta, E. F., & Corsini, R. J. (1964). Manual for the quick word test. New York: Harcourt, Brace, and World.
6. Britton, B. K., Glynn, S. M., Meyer, B. J. F., & Penland, M. J. (1982). Effects of text structure on use of cognitive capacity during reading. Journal of Educational Psychology, 74, 51-61.
7. Britton, B. K., & Graesser, A. C. (1996). Five metaphors for text understanding. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 341-351). Mahwah, NJ: Erlbaum.
8. Brooks, L. W., Dansereau, D. F., Spurlin, J. E., & Holley, C. D. (1983). Effects of headings on text processing. Journal of Educational Psychology, 75, 292-302.
9. Cook, L. K., & Mayer, R. E. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80, 448-456.
10. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
11. Davis, F. B. (1944). Fundamental factors in reading. Psychometrica, 9, 185-197.
12. Dee-Lucas, D., & DiVesta, F. (1980). Learner-generated organizational aids: Effects on learning from text. Journal of Educational Psychology, 72, 304-311.
13. Folstein, M. (1983). The Mini-Mental State Exam. In T. Crook, S. Farris, & R. Bartus (Eds.), Assessment in geriatric psychopharmacology (pp. 47-51). New Canaan, CT: Mark Powley.
14. Gordon, C. J. (1990). Contexts for expository text structure use. Reading Research and Instruction, 29, 55-72.
15. Gernsbacher, M. A., Varner, K. R., & Faust, M. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445.
16. Grimes, J. E. (1975). The thread of discourse. The Hague, the Netherlands: Mouton.
17. Haberlandt, K. (1982). Reader expectations in text comprehension. In J. F. Le Ny & W. Kintsch (Eds.), Language and language comprehension (pp. 239-249). Amsterdam: North-Holland.
18. Hartley, J. T. (1986). Reader and text variables as determinants of discourse memory in adulthood. Psychology and Aging, 1, 150-158.
19. Hartley, J. T. (1988). Aging and individual differences in discourse memory. In L. L Light & D. M. Burke (Eds.), Language, memory, and aging (pp. 36-57). New York: Cambridge University Press.
20. Hultsch, D. F., Hertzog, C., Dixon, R. A., & Small, B. J. (1998). Memory change in the aged. New York: Cambridge University Press.
21. Johnson, M. M. S. (1993). Thinking about strategies during, before, and after making a decision. Psychology and Aging, 8, 231-241.
22. Johnson, M. M., Elsner, R. J., Poon, L. W., Meyer, B. J. F., Yang, B., Smith, G., Noble, C. A., Talbot, A. P., Hetrick, C. J., Stubblefield, R. A., Puskar, J. E., & Shaffer, S. C. (1997). Building a model to test the capacity-speed hypotheses. In C. A. Noble & R. J. F. Elsner (Eds.), An odyssey in aging: Symposia from the 1997 student convention in gerontology and geriatrics (pp. 123-141). Athens, GA: The University of Georgia Gerontology Center.
23. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
24. Krug, D., George, B., Hannon, S. A., & Glover, J. A. (1989). The effect of outlines and headings on readers' recall of text. Contemporary Educational Psychology, 14, 111-123.
25. Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75, 402-412.
26. Lorch, R. F. Jr. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 75, 402-412.
27. Lorch, R. F. Jr., & Lorch, E. P. (1985). Topic structure representation and text recall. Journal of Educational Psychology, 77, 137-148.
28. Lorch, R. F. Jr., & Lorch, E. P. (1995). Effects of organizational signals on text-processing strategies. Journal of Educational Psychology, 87, 537-544.
29. Lorch, R. F. Jr., & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21, 261-278.
30. Lorch, R. F. Jr., Lorch, E. P., & Inman, W. E. (1993). Effects on signaling topic structure in text recall. Journal of Educational Psychology, 85, 281-290.
31. Lorch, R. F. Jr., Ritchey, K., & Garrett, R. (1999). Overdoing it: Extensive signaling of a text's topic structure interferes with recall. Unpublished manuscript, University of Kentucky at Lexington.
32. Mann, W. C., & Thompson, S. A. (1986). Relational propositions in discourse. Discourse Processes, 9, 57-90.
33. Mayer, R. E., Dyck, J. L., & Cook, L. K. (1984). Techniques that help readers build mental models from scientific text: Definitions pretraining and signaling. Journal of Educational Psychology, 76, 1089-1105.
34. Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North-Holland.
35. Meyer, B. J. F. (1984). Text dimensions and cognitive processing. In H. Mandl, N. Stein, & T. Trabasso (Eds.), Learning and understanding texts (pp. 3-51). Hillsdale, NJ: Erlbaum.
36. Meyer, B. J. F. (1985a). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. Black (Eds.), Analyzing and understanding expository text (pp. 11-64, 269-304). Hillsdale, NJ: Erlbaum.
37. Meyer, B. J. F. (1985b). Signaling the structure of text. In D. H. Jonassen (Ed.), The technology of text (pp. 64-89). Englewood Cliffs, NJ: Educational Technology.
38. Meyer, B. J. F. (1987). Following the author's top-level structure: An important skill for reading comprehension. In R. Tierney, J. Mitchell, & P. Anders (Eds.), Understanding readers' understanding (pp. 59-76). Hillsdale, NJ: Erlbaum.
39. Meyer, B. J. F. (1999). The importance of text structure in everyday reading. In A. Ram & K. Moorman (Eds.), Understanding language understanding: Computational models of reading (pp. 227-252). Cambridge, MA: MIT Press.
40. Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72-103.
41. Meyer, B. J. F., Poon, L. W., & Talbot, A. P. (1999). Minimizing age differences in reading comprehension: An examination of reading strategies, text signals, and learning tasks with various types of adult readers. (Research Report 9 of the Reading and Aging Series). University Park, PA: The Pennsylvania State University.
42. Meyer, B. J. F., & Rice, G. E. (1982). The interaction of reader strategies and the organization of text. Text, Interdisciplinary Journal for the Study of Discourse, 2, 155-192.
43. Meyer, B. J. F., & Rice, G. E. (1983). Learning and memory from text across the adult life span. In J. Fine & R. O. Freeedle (Eds.), Developmental studies in discourse (pp. 291-306). Norwood, NJ: Ablex.
44. Meyer, B. J. F., & Rice, G. E. (1984). The structure of text. In P. D. Pearson (Ed.), Handbook of reading research (pp. 319-352). New York: Longman.
45. Meyer, B. J. F., & Rice, G. E. (1989). Prose processing in adulthood: The text, the reader, and the task. In L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and later life (pp. 157-194). New York: Cambridge University Press.
46. Meyer, B. J. F., Russo, C., & Talbot, A. (1995). Discourse comprehension and problem solving: Decisions about the treatment of breast cancer by women across the life span. Psychology and Aging, 10, 84-103.
47. Meyer, B. J. F., & Talbot, A. P. (1998). Adult age differences in reading and remembering text and using this information to make decisions in everyday life. In M. Cecil Smith & T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 179-200). Hillsdale, NJ: Erlbaum.
48. Meyer, B. J. F., Talbot, A. P., & Poon, L. W. (1995). An exploration of the effects of slow and faster computer-paced reading presented sentence by sentence in isolation or with prior context available for review on the reading comprehension and memory of young and old adults trained in the structure strategy and a long-term follow-up of this training strategy. (Research Report 2 of the Reading and Aging Series). University Park, PA: Penn State University.
49. Meyer, B. J. F., Talbot, A. P., Poon, L. W., & Johnson, M. M. (2001). Effects of structure strategy instruction on text recall in older African American adults. In J. L. Harris, A. Kamhi, & K. Pollock (Eds.), Communication and literacy in African Americans (pp. 233-264). Hillsdale, NJ: Erlbaum.
50. Meyer, B. J. F., Talbot, A. P., Stubblefield, R. A., & Poon, L. W. (1998). Interest and strategies of young and old readers differentially interact with characteristics of texts. Educational Gerontology, 24, 747-771.
51. Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1989). Memory improved: Enhanced reading comprehension and memory across the life span through strategic text structure. Hillsdale, NJ: Erlbaum.
52. Millis, K. K., & Just, M. A. (1994). The influence of connectives on sentence comprehension. Journal of Memory and Language, 33, 128-147.
53. Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
54. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
55. Polley, R. R. (1994). Facilitating recall through awareness of text structure. Unpublished master's thesis, University of Kentucky at Lexington.
56. Poon, L. W. (1989). The translation of laboratory findings in cognitive aging to clinical application. In G. C. Gilmore, P. Whitehouse, & M. Wykle (Eds.), Memory, aging, and dementia: Theory, assessment, and treatment (pp. 99-111). New York: Springer.
57. Pressley, M., & McCormick, C. B. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper Collins.
58. Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, notetaking, and field independence-dependence in text comprehension and recall. Journal of Educational Psychology, 89, 508-517.
59. Salthouse, T. A. (1985). Speed of behavior and its implications for cognition. In J. E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (2nd ed., pp. 400-426). New York: Van Nostrand Reinhold.
60. Salthouse, T. A., & Babcock, R. L. (1991). Decomposing adult age differences in working memory. Developmental Psychology, 27, 763-776.
61. Samuels, S. J., Tennyson, R., Sax, L., Mulcahy, P., Schermer, N., & Hajovy, H. (1988). Adults' use of text structure in the recall of a scientific journal article. Journal of Educational Research, 81, 171-174.
62. Sanchez, R. P., Lorch, E. P., & Lorch, R. F. (in press). Effects of headings on text processing strategies. Contemporary Educational Psychology.
63. Sanders, T. J. M., Spooren, W. P. M., Noordman, L. G. M. (1992). Towards a taxonomy of coherence relations. Discourse Processes, 15, 1-35.
64. Schaie, K. W. (1996). Intellectual development in adulthood. New York: Cambridge University Press.
65. Schiefele, U. (1992). Topic interest and levels of text comprehension. In A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 151-182). Hillsdale, NJ: Erlbaum.
66. Schraw, G., Burning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27, 1-17.
67. Slater, W. H., Graves, M. F., & Piche, G. L. (1985). Effects of structural organizers on ninth-grade students' comprehension and recall of four patterns of expository text. Reading Research Quarterly, 20, 189-201.
68. Spyridakis, J. H., & Standal, T. C. (1987). Signals in expository prose: Effects on reading. Reading Research Quarterly, 22, 285-298.
69. Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19, 134-146.
70. Voss, J. F., & Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14, 45-68.
71. Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale. New York: The Psychological Corporation.
72. Willis, S. L. (1989). Improvement with cognitive training: Which old dogs learn what trick? In L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and later life (pp. 545-569). New York: Cambridge University Press.
73. Wingfield, A., & Tun, P. A. (1999). Working memory and spoken language comprehension: The case of age stability in conceptual short-term memory. In S. Kemper & R. Kliegl (Eds.), Constraints on language: Aging, grammar, and memory (pp. 29-52). Boston, MA: Kluwer.
74. Wright, K. J. A. (1998). Nutrition education for older adults: The use of captions to improve retention of nutrition information. Unpublished doctoral dissertation, The Pennsylvania State University.