Graphic organizers or graphic overviews? Presentation order effects with computer-based text

Educational Technology Research and Development

Volumn 60, Issue 5, 2012, Pages 807-820

  Shaw, Shana ^a   Nihalani, Priya ^a   Mayrath, Michael ^a   Robinson, Daniel H ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Graphic organizers; Order effects; Structured overviews; Transfer

Indexed keywords

EID: 84866769361     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-012-9257-2     Document Type: Article

References (59)

1. Abel, R. R., & Kulhavy, R. W. (1986). Maps, mode of text presentation, and children's prose learning. American Educational Research Journal, 23, 263-274.
2. Adams, H. E. (1981). Abnormal psychology. Dubuque, IA: Brown.
3. Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive text. Journal of Educational Research, 75, 44-48.
4. Atkinson, R. K., Levin, J. R., Kiewra, K. A., Meyers, T., Kim, S. I., Atkinson, L. A., et al. (1999). Matrix and mnemonic text-processing adjuncts: Comparing and combining their components. Journal of Educational Psychology, 91, 342-357.
5. Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53, 1339-1354.
6. Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
7. Barron, R. F. (1969). The use of vocabulary as an advance organizer. In H. L. Herber & P. L. Sanders (Eds.), Research on reading in the content areas: First year report (pp. 29-39). Syracuse, NY: Syracuse University, Reading and Language Arts Center.
8. Barron, R. F. (1979). Research for the classroom teacher: Recent developments on the structured overview as an advance organizer. In H. L. Herber & J. D. Riley (Eds.), Research on reading in the content areas: The fourth report (pp. 171-176). Syracuse, NY: Syracuse University, Reading and Language Arts Center.
9. Barron, R. F., & Cooper, R. (1973). Effects of advance organizers and grade level upon information acquisition from an instructional level general science passage. In P. L. Nacke (Ed.), Diversity in mature reading: Theory and research (pp. 78-82). Clemson, SC: National Reading Conference.
10. Barron, R. F., & Stone, V. F. (1974). Effect of student-constructed graphic post organizers upon learning vocabulary relationships. In P. L. Nacke (Ed.), Interaction: Research and practice for college-adult reading (pp. 172-175). Twenty-third Yearbook of the National Reading Conference. Clemson, SC: National Reading Conference.
11. Bean, T. W., Singer, H., Sorter, J., & Frazee, C. (1986). The effect of metacognitive instruction in outlining and graphic organizer construction on students' comprehension in a tenth grade world history class. Journal of Reading Behavior, 18, 153-169.
12. Bera, S. J., & Robinson, D. H. (2004). Exploring the boundary conditions of the delay hypothesis with adjunct displays. Journal of Educational Psychology, 96, 381-386.
13. Boothby, P., & Alvermann, D. (1984). A classroom training study: The effects of graphic organizer instruction on fourth graders' comprehension. Reading World, 23, 325-339.
14. Brueker, J. A. (1984). A theoretical framework for spatial learning techniques. In C. Holley & D. Dansereau (Eds.), Spatial learning strategies. New York: Academic Press.
15. Cadiz, J. J., Balachandran, A., Sanocki, E., Gupta, A., Grudin, J., & Jancke, G. (2000). Distance learning through distributed collaborative video viewing. Proceedings of CSCW2000, pp. 135-144.
16. Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students' learning from text. Educational Psychology Review, 14, 5-26.
17. Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York, NY: Academic Press.
18. Corkill, A. J. (1992). Advance organizers: Facilitators of recall. Educational Psychology Review, 4, 33-67.
19. Earle, R. A. (1969). Use of structured overview in mathematics classes. In H. L. Herber & P. L. Sanders (Eds.), Research in reading in the content areas: First-year report. Syracuse, NY: Syracuse University Press.
20. Estes, T. H., Mills, D. C., & Barron, R. F. (1969). Three methods of introducing students to a reading learning task in two content subjects. In H. L. Herber & P. L. Sanders (Eds.), Research on reading in the content areas: First year report. Syracuse, NY: Syracuse University, Reading and Language Arts Center.
21. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313-331.
22. 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.
23. Huard, S. D. (1983). The effect of graphic post organizer training on learning from text. Unpublished doctoral dissertation, University of Connecticut.
24. Kalyuga, S. (2007). Expertise reversal effect and its implication for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
25. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
26. Katayama, A. D., & Robinson, D. H. (2000). Getting students "partially" involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-133.
27. Katayama, A. D., Robinson, D. H., Kiewra, K. A., Dubois, N., & Jonassen, D. (2001). Facilitating text learning with adjunct displays. The Journal of Research in Education, 11, 54-61.
28. Kiewra, K. A., Dubois, N. F., Christian, D., & McShane, A. (1988). Providing study notes: Relation of three types of notes for review. Journal of Educational Psychology, 80, 595-597.
29. Kiewra, K. A., Kauffman, D., Robinson, D. H., Dubois, N. F., & Staley, R. K. (1999). Supplementing floundering text with adjunct aids. Instructional Science, 27, 373-401.
30. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65-99.
31. Low, R., Jin, P., & Sweller, J. (2009). Cognitive architecture and instructional design in a multimedia context. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 1-16). Hershey, PA: IGI Global.
32. Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41, 226-232.
33. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press.
34. 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.
35. Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78, 11-17.
36. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
37. Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
38. Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448.
39. Nihalani, P. K., Mayrath, M., & Robinson, D. H. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776-785.
40. Penney, C. G. (1989). Modality effects and the structure of short-term verbal memory. Memory & Cognition, 17, 398-422.
41. Robinson, D. H. (1998). Graphic organizers as aids to text learning. Reading Research and Instruction, 37, 85-105.
42. Robinson, D. H., Corliss, S. B., Bush, A. M., Bera, S. J., & Tomberlin, T. (2003). Optimal presentation of graphic organizers and text: A case for large bites? Educational Technology Research and Development, 51(4), 25-41.
43. Robinson, D. H., Katayama, A. D., Dubois, N. F., & Devaney, T. (1998). Interactive effects of graphic organizers and delayed review on concept acquisition. Journal of Experimental Education, 67, 17-31.
44. Robinson, D. H., Katayama, A. D., & Fan, A. (1996). Evidence for conjoint retention of information encoded from spatial adjunct displays. Contemporary Educational Psychology, 21, 221-239.
45. Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87, 455-467.
46. Robinson, D. H., & Molina, E. (2002). The relative involvement of visual and auditory working memory when studying adjunct displays. Contemporary Educational Psychology, 27, 118-131.
47. Robinson, D. H., Robinson, S. L., & Katayama, A. D. (1999). When words are represented in memory like pictures: Evidence for spatial encoding of study materials. Contemporary Educational Psychology, 24, 38-54.
48. Robinson, D. H., & Schraw, G. (1994). Computational efficiency through visual argument: Do graphic organizers communicate relations in text too effectively? Contemporary Educational Psychology, 19, 399-415.
49. Robinson, D. H., & Skinner, C. H. (1996). Why graphic organizers facilitate search processes: Fewer words or computationally efficient indexing? Contemporary Educational Psychology, 21, 166-180.
50. Sagaria, S. D., & DiVesta, F. J. (1978, March). Additive effects of pre- and post adjunct questions in prose text. Paper presented at the annual meeting of the American Educational Research Association, Toronto.
51. Schuler, A., Scheiter, K., & Schmidt-Weigand, F. (2011). Boundary conditions and constraints of the modality effect. Zeitschrift für Pädagogische Psychologie, 25, 211-220.
52. Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19, 28-42.
53. Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
54. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
55. Sweller, J., & Chandler, P. (1994). Why is some material difficult to learn. Cognition & Instruction, 12, 185-233.
56. Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
57. Tracy, R. T., Roesner, L. S., & Kovak, R. N. (1988). The effect of visual versus auditory imagery on vividness and memory. Journal of Mental Imagery, 12, 145-162.
58. Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review, 14, 261-312.
59. Waller, R. (1981, April). Understanding network diagrams. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles.