Abstract
The comparative text-processing benefits of matrix structures, mnemonic representations, and their combination were examined in 3 experiments (1 with college students, 2 with 5th graders). The study's major findings permit the following conclusions: First, contrary to previous research on the topic, 2-dimensional matrices (whether in a verbal or pictorial format) produced only limited positive effects on students' text-learning performance, relative to either corresponding linear outlines or text alone. Second, and in contrast, appropriate mnemonic representations (whether individually presented or embedded in a matrix) did prove to be highly effective text-learning facilitators of students' memory and application in both individual- and group-testing situations, both immediately following instruction and on 1-week delayed tests. Third, relatively little advantage of the mnemonic matrix over individual mnemonic representations was detected.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 342-357 |
| Number of pages | 16 |
| Journal | Journal of Educational Psychology |
| Volume | 91 |
| Issue number | 2 |
| State | Published - Jun 1999 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
Cite this
Matrix and mnemonic text-processing adjuncts : Comparing and combining their components. / Atkinson, Robert; Levin, Joel R.; Atkinson, Laura Ann; Kiewra, Kenneth A.; Meyers, Tom; Kim, Sung Il; Renandya, Willy A.; Hwang, Yooyeun.
In: Journal of Educational Psychology, Vol. 91, No. 2, 06.1999, p. 342-357.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Matrix and mnemonic text-processing adjuncts
T2 - Comparing and combining their components
AU - Atkinson, Robert
AU - Levin, Joel R.
AU - Atkinson, Laura Ann
AU - Kiewra, Kenneth A.
AU - Meyers, Tom
AU - Kim, Sung Il
AU - Renandya, Willy A.
AU - Hwang, Yooyeun
PY - 1999/6
Y1 - 1999/6
N2 - The comparative text-processing benefits of matrix structures, mnemonic representations, and their combination were examined in 3 experiments (1 with college students, 2 with 5th graders). The study's major findings permit the following conclusions: First, contrary to previous research on the topic, 2-dimensional matrices (whether in a verbal or pictorial format) produced only limited positive effects on students' text-learning performance, relative to either corresponding linear outlines or text alone. Second, and in contrast, appropriate mnemonic representations (whether individually presented or embedded in a matrix) did prove to be highly effective text-learning facilitators of students' memory and application in both individual- and group-testing situations, both immediately following instruction and on 1-week delayed tests. Third, relatively little advantage of the mnemonic matrix over individual mnemonic representations was detected.
AB - The comparative text-processing benefits of matrix structures, mnemonic representations, and their combination were examined in 3 experiments (1 with college students, 2 with 5th graders). The study's major findings permit the following conclusions: First, contrary to previous research on the topic, 2-dimensional matrices (whether in a verbal or pictorial format) produced only limited positive effects on students' text-learning performance, relative to either corresponding linear outlines or text alone. Second, and in contrast, appropriate mnemonic representations (whether individually presented or embedded in a matrix) did prove to be highly effective text-learning facilitators of students' memory and application in both individual- and group-testing situations, both immediately following instruction and on 1-week delayed tests. Third, relatively little advantage of the mnemonic matrix over individual mnemonic representations was detected.
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UR - http://www.scopus.com/inward/citedby.url?scp=0033137474&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0033137474
VL - 91
SP - 342
EP - 357
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 2
ER -