The effect of general relevance instructions on shallow and deeper learning and reading time

Journal of Experimental Education

Volumn 74, Issue 4, 2006, Pages 291-310

  McCrudden, Matthew T ^a   Schraw, Gregory ^a   Hartley, Kendall ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Reading time; Relevance effect; Relevance instructions; Text learning

Indexed keywords

EID: 33751052743     PISSN: 00220973     EISSN: 19400683     Source Type: Journal    
DOI: 10.3200/JEXE.74.4.291-310     Document Type: Article

References (28)

1. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning & Verbal Behavior, 19, 450-466.
2. Di Vesta, F. J., & Di Cintio, M. J. (1997). Interactive effects of working memory span and text context on reading comprehension and retrieval. Learning & Individual Differences, 9, 215-231.
3. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747.
4. Goetz, E. T., Schallert, D. L., Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 75, 500-510.
5. Graesser, A. C., & Bertus, E. L. (1998). The construction of causal inferences while reading expository texts on science and technology. Scientific Studies of Reading, 2, 247-269.
6. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395.
7. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
8. Kaakinen, J. K., Hyoenae, J., & Keenan, J. M. (2002). Perspective effects on online text processing. Discourse Processes, 33, 159-173.
9. Kaakinen, J. K., Hyoenae, J., & Keenan, J. M. (2003). How prior knowledge, WMC, and relevance of information affect eye fixations in expository text. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 447-457.
10. Kintsch, W. (1998). Comprehension:A paradigm for cognition. Cambridge, UK: Cambridge University Press.
11. Lapan, R., & Reynolds, R. E. (1994). The selective attention strategy as a time-dependent phenomenon. Contemporary Educational Psychology, 19, 379-398.
12. Lehman, S., & Schraw, G. (2002). Effects of coherence and relevance on shallow and deep text processing. Journal of Educational Psychology, 94, 738-750.
13. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.
14. Lorch, R. F., Jr., Lorch, E. P., & Klusewitz, M. A. (1993). College students’ conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
15. Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91, 615-629.
16. McCrudden, M. T., Schraw, G., & Kambe, G. (2005). The effect of relevance instructions on reading time and learning. Journal of Educational Psychology, 97, 88-102.
17. Narvaez, D., van den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91, 488-96.
18. Olejnik, S., & Algina, J. (2000). Measures of effect size for comparative studies: Applications, interpretations, and limitations. Contemporary Educational Psychology, 25, 241-286.
19. Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315.
20. Reynolds, R. E., & Anderson, R. C. (1982). Influence of questions on the allocation of attention during reading. Journal of Educational Psychology, 74, 623-632.
21. Reynolds, R. E., Standiford, S. N., & Anderson, R. C. (1979). Distribution of reading time when questions are asked about a restricted category of text information. Journal of Educational Psychology, 71, 183-190.
22. Reynolds, R. E., Trathen, W., Sawyer, M. L., & Shepard, C. R. (1993). Causal and epiphenomenal use of the selective attention strategy in prose comprehension. Contemporary Educational Psychology, 18, 258-278.
23. Rothkopf, E. Z., & Billington, M. J. (1979). Goal-guided learning from text: Inferring a descriptive process model from inspection times and eye movements. Journal of Educational Psychology, 71, 310-327.
24. Schraw, G., & Dennison, R. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-18.
25. Schraw, G., Wade, S. E., & Kardash, C. A. (1993). Interactive effects of text-based and task-based importance on learning from text. Journal of Educational Psychology, 85, 652-661.
26. Sperber, D., & Wilson, D. (2002). Pragmatics, modularity and mind-reading. Mind & Language, Special Issue: Pragmatics and Cognitive Science, 17, 3-23.
27. Van den Broek, P., Lorch, R. F., Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
28. Wilson, D., & Sperber, D. (2004). Relevance theory. In L. Horn & G. Ward (Eds.), Handbook of pragmatics (pp. 607-632). Oxford, UK: Blackwell.