Studying strategy effects on memory, attitudes, and intentions

Reading Psychology

Volumn 29, Issue 6, 2008, Pages 552-580

  Roberts, Frank W ^a   Dansereau, Donald F ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b TEXAS CHRISTIAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 57049173927     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710802165515     Document Type: Article

References (80)

1. Albarracin, D., McNatt, P. S., Klein, C. T. F., Ho, R. M., Mitchell, A. L., & Kumkale, G. T. (2003). Persuasive communications to change actions: An analysis of behavioral and cognitive impact in HIV prevention. Health Psychology, 22, 166-177.
2. Anderson, J. R., & Reder, L. M. (1979). An elaborative processing explanation of depth of processing. In L. S. Cermak &: F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 385-403). New York: Wiley.
3. Armbruster, B. B. (2000). Taking notes from lectures. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 175-199). Mahwah, NJ: Lawrence Erlbaum.
4. Armbruster, B. B., & Anderson, T. H. (1984). Mapping: Representing informative text diagrammtically. In C. D. Holley &D. F. Dansereau (Eds.), Spatial learning strategies (pp. 189-209). Orlando, FL: Academic.
5. Barclay, J. R., Bransford, J. D., Franks, J. J., McCarrel, N. S., & Nitsch, K. (1974). Comprehension and semantic flexibility. Journal of Verbal Learning & Verbal Behavior, 13, 471-481.
6. Bean, T. W., Sorter, J., Singer, H., & Frazee, C. (1986). Teaching students how to make predictions about events in history with a graphic organizer plus options guide. Journal of Reading 30, 739-745.
7. Bennett, J. B., & Lehman, W. E. K. (2001). Workplace substance abuse prevention and help seeking: Comparing team-oriented and informational training. Journal of Occupational Health Psychology, 6, 243-254.
8. Benton, S. L., Kiewra, K. A., Whitfill, J. M., & Dennison, R. (1993). Encoding and external storage effects on writing processes. Journal of Educational Psychology, 85, 267-280.
9. Boyle, O., & Peregoy, S. F. (1991). The effects of cognitive mapping on students' learning from college text. Journal of College Reading and Learning 23, 14-22.
10. Bretzing, B. H., & Kulhavy, R. W. (1979). Notetaking and depth of processing. Contemporary Educational Psychology, 4, 145-154.
11. Caverly, D. C., Orlando, V. P., & Mullen, J. L. (2000). Textbook study reading. In R. F. Flippo and D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 105-147). Mahwah, NJ: Lawrence Erlbaum.
12. Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept mapping to enhance text comprehension and summarization. Journal of Experimental Education, 71, 5-23.
13. Chmielewski, T. L., & Dansereau, D. F. (1998). Enhancing the recall of text: Knowledge mapping training promotes implicit transfer. Journal of Educational Psychology, 90, 407-413.
14. Chmielewski, T. L., Dansereau, D. F., & Moreland, J. L. (1997). Updating knowledge: The roles of format, editing, and information type. Paper presented at the 87th Midwest Psychological Association convention, Chicago, IL.
15. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
16. Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
17. Czuchry, M., & Dansereau, D. F. (1996). Node-link mapping as an alternative to traditional writing assignments in undergraduate psychology courses. Teaching of Psychology, 23(2), 91-96.
18. Dansereau, D. F. (1978). The development of a learning strategy curriculum. In H. F. O'Neil, Jr. (Ed.), Learning strategies (pp. 1-29). New York: Academic Press.
19. Dansereau, D. F. (2005). Node-link mapping principles for visualizing knowledge and information. In S. O. Tergan & T. Keller (Eds.), Knowledge and information visualization: Searching for synergies (pp. 61-81). Heidelberg, Germany: Springer-Verlag.
20. Dansereau, D. F., Brooks, L. W., Holley, C. D., & Collins, K. W. (1983). Learning strategy training: Effects of sequencing. Journal of Experimental Education, 51, 102-108.
21. Dansereau, D. F., Collins, K. W., McDonald, B. A., Garland, J., Holley, C. D., Deikhoff, G., et al. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 64-73.
22. Dansereau, D. F., & Dees, S. M. (2002). Mapping training: The transfer of a cognitive technology for improving counseling. Journal of Substance Abuse Treatment, 22, 219-230.
23. Dansereau, D. F., & Holley, C. D. (1982). Development and evaluation of a text mapping strategy. In A. Flammer & W. Kintsch (Eds.), Discourse Processing (pp. 537-554). Amsterdam: North-Holland.
24. Deignan, G. M. (1973). The delta reading vocabulary test. Lowry Air Force Base, CO: Air Force Human Resources Laboratory.
25. Dolphin Research Center. (2005). Natural history of whales and dolphins. Retrieved November 17, 2005, from http://www.dolphins.org/learn/ naturalhistory.pdf
26. Gillis, M. K. (1985). Strategies for mapping content texts. Paper based on a workshop presented by M. K. Gillis & Bonnie Longnion, 13th annual meeting of the Texas State Council of the International Reading Association, Dallas.
27. Hall, R. H., Dansereau, D. F., & Skaggs, L. P. (1992). Knowledge maps and the presentation of related information domains. Journal of Experimental Education, 61, 5-18.
28. Hall, R. H., & O'Donnell, A. M. (1996). Cognitive and affective outcomes of learning from knowledge maps. Contemporary Educational Psychology, 21, 94-101.
29. Hansell, T. (1978). Stepping up to outlining. Journal of Reading, 22, 248-252.
30. Hidi, S., & Baird, W. (1986). Interestingness - A negelected variable in discourse processing. Cognitive Science, 10, 179-194.
31. Holbrook, A. L., Berent, M. K., Krosnick, J. A., Visser, P. S., & Boninger, D. S. (2005). Attitude importance and the accumulation of attitude-relevant knowledge in memory. Journal of Personality and Social Psychology, 88, 749-769.
32. Holley, C. D., & Dansereau, D. F. (1984). Spatial learning strategies. Orlando, FL: Academic.
33. Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluations of a hierarchical mapping technique as an aide to prose processing. Contemporary Educational Psychology, 4, 227-237.
34. Hyde, T. S., & Jenkins, J. J. (1969). Differential effects of incidental tasks on the organization of recall of a list of highly associated words. Journal of Experimental Psychology, 82, 472-481.
35. Hynd, C. R., Simpson, M. L., & Chase, N. D. (1990). Studying narrative text: The effects of annotating vs. journal writing on test performance. Reading Research and Instruction, 29, 44-54.
36. Iovino, S. F. (1993). A study of the effects of outlining and networking on college student comprehension and retention of expository text. Research and Teaching in Developmental Education, 10, 43-64.
37. Jacoby, L. L., & Craik, F. I. M. (1979). Effects of elaboration of processing at encoding and retrieval: Trace distinctiveness and recovery of initial context. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 1-21). New York: Wiley.
38. Katayama, A. D., & Robinson, D. H. (2000). Getting students partially involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-134.
39. Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1, 147-172.
40. Kiewra, K. A., Benton, S. L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of note taking format and study technique on recall and relational performance. Contemporary Educational Psychology, 20, 172-187.
41. Kintsch, W., & van Dijk, T. A. (1978). Towards a model of text comprehension and production. Psychological Review, 85, 363-394.
42. Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30, 242-262.
43. Kreuter, M. W., Bull, F. C., Clark, E. M., & Oswald, D. L. (1999). Understanding how people process health information: A comparison of tailored and non-tailored weight-loss materials. Health Psychology, 18, 487-494.
44. Lambiotte, J. G., Dansereau, D. F., Cross, D. R., & Reynolds, S. B. (1989). Multirelational semantic maps. Educational Psychology Review, 7(4), 331-367.
45. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65-99.
46. Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19, 30-42.
47. Mayer, R. E. (2004). Teaching of subject matter. Annual Review of Psychology, 55, 715-744.
48. McCagg, E. C., & Dansereau, D. F. (1991). A convergent paradigm for examining knowledge mapping as a learning strategy. Journal of Educational Research, 84, 317-324.
49. Meyer, B.J. F. (1975). The organization of prose and its effects on memory. Amsterdam.: North Holland.
50. Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424-436.
51. Moreland, J. L., Dansereau, D. F., & Chmielewski, T. L. (1997). Recall of descriptive information: The role of presentation format, annotation strategy, and individual differences. Contemporary Educational Psychology, 22, 521-533.
52. O'Donnell, A. M. (1994). Learning from knowledge maps: The effects of map orientation. Contemporary Educational Psychology, 19, 33-44.
53. O'Donnell, A. M., & Adenwalla, D. (1992). Using cooperative learning and concept maps with deaf college students. In D. S. Martin (Ed.), Advances in cognition, learning, and deafness (pp. 348-355). Washington, DC: Gallaudet University Press.
54. O'Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71-86.
55. O'Donnell, A. M., Dansereau, D. F., Rocklin, T. R., Hythecker, V. I., Lambiotte, J. G., Larson, C. O., et al. (1985). Effects of elaboration frequency on cooperative learning. Journal of Educational Psychology, 77, 572-580.
56. Patterson, M. E., Dansereau, D. F., & Weigmann, D. A. (1993). Receiving information during a cooperative episode: Effects of communication aids and verbal ability. Learning and Individual Differences, 5, 1-11.
57. Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Educational Psychology, 78, 34-38.
58. Petty, R. E., & Wegner, D. T. (1998). Attitude change: Multiple roles for persuasion variables. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (vol. 1, 4th ed., pp. 342-366). New York: McGraw-Hill.
59. Readence, J. E., Bean, T. W., & Baldwin, R. S. (1985). Content area reading: An integrated approach. Dubuque, IA: Kendall/Hunt.
60. Reder, L. M. (1980). The role of elaboration in the comprehension and retention of prose: A critical review. Review of Educational Research, 50, 5-53.
61. Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum.
62. Rewey, K. L., Dansereau, D. F., & Peel, J. L. (1991). Knowledge maps and information processing strategies. Contemporary Educational Psychology, 16, 203-214.
63. Rewey, K. L., Dansereau, D. F., Skaggs, L. P., Hall, R. H., & Pitre, U. (1989). Effects of scripted cooperation and knowledge maps on the processing of technical material. Journal of Educational Psychology, 81, 604-609.
64. Reynolds, S. B., Patterson, M. E., Skaggs, L. P., & Dansereau, D. F. (1991). Knowledge hypermaps and cooperative learning. Computers and Education, 16, 167-173.
65. Ruddell, R., & Boyle, O. (1989). A study of cognitive mapping as a means to improve summarization and comprehension of expository text. Reading Research and Instruction, 29, 12-22.
66. Sapolsky, R. M. (2004). Why zebras don't get ulcers. New York: Henry Holt.
67. Schiefele, U. (1999). Interest, and learning from text. Scientific Studies Reading 3, 257-280.
68. Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(5), 211-224.
69. Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52.
70. Slamecka, J. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4, 592-604.
71. Spurlin, J. E., Dansereau, D. F., O'Donnell, A. M., & Brooks, L. W. (1988). Text processing: Effects of summarization frequency on text recall. Journal of Experimental Education, 56(4), 199-202.
72. Stipek, D.J. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston: Allyn & Bacon.
73. St. Lawrence, J. S., Crosby, R. A., Brasfield, T. L, & O'Bannon, R. E. (2002). Reducing STD and HIV risk behavior of substance-dependent adolescents: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 70, 1010-1021.
74. Swain, C. S. (1991). K-mapping or summarization: Which is better in enhancing recall and comprehension for gifted students? Unpublished doctoral dissertation, Texas Christian University, Ft. Worth.
75. Trabasso, T., & Bouchard, E. (2005). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 176-200). New York: Guilford.
76. Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 323-338.
77. Wiegmann, D. A., Dansereau, D. F., McCagg, E. C., Rewey, K. L., & Pitre, U. (1992). Effects of knowledge map characteristics on information processing. Contemporary Educational Psychology, 17, 136-155.
78. Willingham, D. T. (2006). Students remember . . . what they think about. Annual Editions: Educational Psychology 2005/2006, 77-81.
79. Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
80. Woolfolk, A. (2005). Educational psychology (9th ed.). Boston: Allyn & Bacon.