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.
Original language | English (US) |
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Pages (from-to) | 203-214 |
Number of pages | 12 |
Journal | Contemporary Educational Psychology |
Volume | 16 |
Issue number | 3 |
DOIs | |
State | Published - Jul 1991 |
Externally published | Yes |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology