| Abstract: | Compared the effects on learning from text of 4 contexts (topic sentences, headings, related sentences, and unrelated sentences) when they were generated by readers or provided in text. 133 female undergraduates read a 522-word passage based on 15 related topics within a conceptual hierarchy on minerals, and performance under each of the treatments was examined on a free recall test, matching test, and test for knowledge of passage structure. The contexts had differential effects on knowledge of passage structure only when they were generated; readers who generated topic sentences recalled more than all other learners. The provided contexts had no effect on knowledge of passage structure but increased recall of subordinate information over generated contexts. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
