TY - JOUR
T1 - Effects of Organizational Signals on Text-Processing Strategies
AU - Lorch, Robert F.
AU - Lorch, Elizabeth Pugzles
PY - 1995/12
Y1 - 1995/12
N2 - Two hypotheses about how organizational signals influence text recall were tested: (a) that signals cause readers to change their text-processing strategies and (b) that signals facilitate readers' attempts to encode topic structure information but do not cause a shift in strategies. College students read and recalled a text that contained either no signals or contained headings, overviews, or summaries emphasizing the text's topic structure. At recall, students either received no cues or were reminded of the text's topics. Providing cues facilitated recall much more in the 3 conditions involving signaling than in the no-signals condition. The results are consistent with the hypothesis that organizational signals induce readers to change their text-processing strategies.
AB - Two hypotheses about how organizational signals influence text recall were tested: (a) that signals cause readers to change their text-processing strategies and (b) that signals facilitate readers' attempts to encode topic structure information but do not cause a shift in strategies. College students read and recalled a text that contained either no signals or contained headings, overviews, or summaries emphasizing the text's topic structure. At recall, students either received no cues or were reminded of the text's topics. Providing cues facilitated recall much more in the 3 conditions involving signaling than in the no-signals condition. The results are consistent with the hypothesis that organizational signals induce readers to change their text-processing strategies.
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U2 - 10.1037/0022-0663.87.4.537
DO - 10.1037/0022-0663.87.4.537
M3 - Article
AN - SCOPUS:21844484347
SN - 0022-0663
VL - 87
SP - 537
EP - 544
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 4
ER -