Documarr RESUME ED 317 599 TM 014 693 AUTHOR Hall, Richard H.; And Others TITLE Student- versus Expert-Generated Knowledge Naps: Postorganization, Initial Acquisition, and Transfer. PUB DATE Apr 90 NOTE 22p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). Figures on last two pages of document are illegible. PUB TYPE Reports - Research/Technical (143) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cognitive Mapping; *College Students; Comp4xative Analysis; Higher Education; Predictor Variables; Psychological Studies; *Reading Comprehension; *Recall (Psychology); *Transfer of Training IDENTIFIERS Accuracy; *Experts; Knowledge Acquisition; *Knowledge Maps; Text Processing (Reading) ABSTRACT The major purpose of the present experiment was to assess the impact of student-generated and expert-generated knowledge maps on the effectiveness of post-organizer construction, initial acquisition, and transfer. Sixty students at the University of Missouri-Rolla were included in this study. Participants were required to study a passage and create a summary of the material in one of three conditions. Those in the text-map group (TM) and those in the text-text group (TT) studied a passage in the form of traditional text, while those in the map-text group (MT) studied the passage in the form of a knowledge map. Those in groups TT and MT created a summary in the form of traditional text, while those in group TM created a summary in the form of a knowledge map. Following the summary, all groups studied a second knowledge map that described psychological research designs. Students completed recall tests over both passages 2 days later. Results indicate that students in all groups performed better on the summary (post-organizer) than on either recall test, and recalled significantly more information from the text passage than from the experimental design passage. TT subjects performed better than did the other groups on post-organizer accuracy, while the other two groups recalled more of the information in the transfer passage. Post-organizer accuracy proved to be a significant predictor of recall in MT subjects, while post-organizer accuracy and recall were largely unrelated for the other groups. A 2B-item list of references, two data tables, and a figure providing part of a knowledge map are included. (Author/TJH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
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Transfer. - ERIC · Punit. University of Missouri - Rolla. I=4. Donald F. Dansereau. Texas Christian University. Rose Blair University of Missouri ... Association, April, 1990, Boston,
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Documarr RESUME
ED 317 599 TM 014 693
AUTHOR Hall, Richard H.; And OthersTITLE Student- versus Expert-Generated Knowledge Naps:
PUB DATE Apr 90NOTE 22p.; Paper presented at the Annual Meeting of the
American Educational Research Association (Boston,MA, April 16-20, 1990). Figures on last two pages ofdocument are illegible.
PUB TYPE Reports - Research/Technical (143) --Speeches/Conference Papers (150)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Cognitive Mapping; *College Students; Comp4xative
Analysis; Higher Education; Predictor Variables;Psychological Studies; *Reading Comprehension;*Recall (Psychology); *Transfer of Training
IDENTIFIERS Accuracy; *Experts; Knowledge Acquisition; *KnowledgeMaps; Text Processing (Reading)
ABSTRACTThe major purpose of the present experiment was to
assess the impact of student-generated and expert-generated knowledgemaps on the effectiveness of post-organizer construction, initialacquisition, and transfer. Sixty students at the University ofMissouri-Rolla were included in this study. Participants wererequired to study a passage and create a summary of the material inone of three conditions. Those in the text-map group (TM) and thosein the text-text group (TT) studied a passage in the form oftraditional text, while those in the map-text group (MT) studied thepassage in the form of a knowledge map. Those in groups TT and MTcreated a summary in the form of traditional text, while those ingroup TM created a summary in the form of a knowledge map. Followingthe summary, all groups studied a second knowledge map that describedpsychological research designs. Students completed recall tests overboth passages 2 days later. Results indicate that students in allgroups performed better on the summary (post-organizer) than oneither recall test, and recalled significantly more information fromthe text passage than from the experimental design passage. TTsubjects performed better than did the other groups on post-organizeraccuracy, while the other two groups recalled more of the informationin the transfer passage. Post-organizer accuracy proved to be asignificant predictor of recall in MT subjects, while post-organizeraccuracy and recall were largely unrelated for the other groups. A2B-item list of references, two data tables, and a figure providingpart of a knowledge map are included. (Author/TJH)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
U.S. OEPARTATENT OF EDUCATIONMice Q1 Eauraborei RIAINPEA Rnal implovernvert
Sinatra, R. C., Berg, D., & Dunn, R. (1985). Semantic mapping improves reading
comprehension of learning ." "led students. Teaching ExiptionatChildm,
Summer, 310-314.
Sinatra, R. C., Stahl, Gemake, J., & Berg, D. N. (1984). Improving reading
comprehension of disabled readers through semantic mapping.
Tom, Dam ha, 22-29.
Skaggs, L P., Dansereau, D. F., & Hall, R. H. (1989, March). The ef[ecjs of
Af44 t 6 ti t 41 411 .44, 4 I t 4.6 '1 4_ t .44 414 t R 4'[
Paper presented at the annual "meting of the American Educational Research
Association, San Francisco, CA.
Table I
Knowledge Maps
17
Recall as a Function of Experimental group
Recall
Group Summary ANS Design
Map/Text
M .21 .14 .13
SD .05 .08 .09
Text/Map
M .21 .12 .13
SD .10 .07 .10
Text/ Text
M .26 .17 .11
SD .05 .07 .07
Knowledge Maps
18
Table 2
Regrrssion equation k:onstructecl IQ predict AJ4$ recall
Variable R2 change F change Probability
Group
Summary
Summary X Group
.04
.05
.11
1.22
3.12
3.34
.30
.08
.04
note: variables entered in a step-wise fashion in the order shown.
1'
s
Knowledge Maps
19
Figure Captions
Figure 1, A portion of one of the knowledge maps used in the present experiment (reduced in size from 11 X 17).
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