@article{a7f9d26f664c41b88cee891e9311ced9,
title = "Knowledge maps and information processing strategies",
abstract = "Prior research suggests students experience several problems when presented with spatial/verbal displays such as expert knowledge maps (k-maps). The present study examines the compensatory effects of a summarization strategy on expert k-map substitutes for text. Ninety-six subjects studied a science passage in text or k-map format using a summarization or reread strategy. Results indicated that k-maps and summarization had a positive effect on main idea recall, but no effect on the recall of detail ideas. Also, summarization appears to be an effective strategy for novice k-map readers.",
author = "Rewey, {Kirsten L.} and Dansereau, {Donald F.} and Peel, {Jennifer L.}",
note = "Funding Information: This work was completed while the first author was at Texas Christian University. The authors thank Frances Domer, Denise Howard, Urvashi Pitre, and Douglas Wiegmann for their assistance in scoring, and Leah Flowers for her help in preparing this manuscript. This material is based upon work supported by the National Science Foundation under Grant MDR 8751369. The Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Correspondence concerning this article should be addressed to Donald F. Dansereau, Department of Psychology, Texas Christian University, Fort Worth, TX 76129. 203",
year = "1991",
month = jul,
doi = "10.1016/0361-476X(91)90021-C",
language = "English (US)",
volume = "16",
pages = "203--214",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "3",
}