Advance organizers: Facilitators of recall

Springer Science and Business Media LLC - Tập 4 - Trang 33-67 - 1992
Alice J. Corkill1
1Department of Psychology, University of Western Ontario, London, Canada

Tóm tắt

The debate surrounding the facilitating effects of advance organizers rages on despite clearly cited limitations of their nature, use, and definition. The controversy continues because of a perceived imprecision in the definition of advance organizers. This review is organized around summaries of 30 experiments, which used advance organizers written in paragraph form, conducted during the past 14 years. Although not all of the studies report beneficial effects associated with advance organizers, the overall conclusion is that advance organizers facilitate recall. The article, however, first considers Ausubel's original theory of cognitive subsumption, followed by criticisms and changes to the theory. The final section of the article makes suggestions for future research.

Tài liệu tham khảo

Adejumo, D., and Ehindero, S. (1980). Facilitating learning of science-oriented textual material in a developing country: Study in the use of organizers.Sci. Educ. 64: 397–403. Anderson, R. C., Spiro, R. J., and Anderson, M. C. (1978). Schemata as scaffolding for the representation of information in connected discourse.Am. Educ. Res. J. 15: 433–439. Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal learning.J. Educ. Psychol. 51: 267–272. Ausubel, D. P. (1963).The Psychology of Meaningful Verbal Learning Grune & Stratton, New York. Ausubel, D. P. (1968).Educational Psychology: A cognitive View Holt, Rinehart, & Winston, New York. Ausubel, D. P. (1980). Schemata, cognitive structure, and advance organizers: A reply to Anderson, Spiro, and Anderson.Am. Educ. Res. J. 17: 400–404. Ausubel, D. P., and Fitzgerald, D. (1961). The role of discriminability in meaningful verbal learning and retention.J. Educ. Psychol. 52: 266–274. Ausubel, D. P., and Fitzgerald, D. (1962). The use of advance organizers in the learning and retention of meaningful verbal material.J. Educ. Psychol. 53: 267–272. Ausubel, D. P., and Youssef, M. (1963). Role of discriminability in meaningful parallel learning.J. Educ. Psychol. 54: 331–336. Barnes, B. R., and Clawson, E. U. (1975). Do advance organizers facilitate learning? Recommendations for further research based on analysis of 32 studies.Rev. Educ. Res. 45: 637–659. Barnett, J. E. (1984). Facilitating retention through instruction about text structure.J. Read. Behav. 16: 1–13. Britton, B. K., Glynn, S. M., Muth, K. D., and Penland, M. J. (1985). Instructional objectives in text: Managing the reader's attention.J. Read. Behav. 17: 101–113. Brooks, L. W., Dansereau, D. F., Holley, C. D., and Spurlin, J. E. (1983). Generation of descriptive text headings.Contemp. Educ. Psychol. 8: 103–108. Cook, N. M. (1981). Summaries: Further issues and data.Educ. Rev. 33: 215–222. Corkill, A. J., Glover, J. A., and Brunning, R. H. (1988a). Advance organizers: Concrete vs. abstract.J. Educ. Res. 82: 76–81. Corkill, A. J., Glover, J. A., Brunning, R. H. and Krug, D. (1988b). Advance organizers: Retrieval context hypotheses.J. Educ. Psychol. 80: 304–311. Darch, C., and Gersten, R. (1986). Direction-setting activities in reading comprehension: A comparison of two approaches.Learn. Disab. Quart. 9: 235–243. Dean, R. S., and Enemoh, P. A. C. (1983). Pictorial organization in prose learning.Contemp. Educ. Psychol. 8: 20–27. Derry, S. J. (1984). Effects of an organizer on memory for prose.J. Educ. Psychol. 76: 98–107. Dinnel, D., and Glover, J. A. (1985). Advance organizers: Encoding manipulations.J. Educ. Psychol. 77: 514–521. Doctorow, M., Wittrock, M. C., and Marks, C. (1978). Generative processes in reading comprehension.J. Educ. Psychol. 70: 109–118. Faw, H. W., and Waller, T. G. (1976). Mathemagenic behaviors and efficiency in learning from prose materials: Review, critique and recommendations.Rev. Educ. Res. 46: 691–720. Fowler, E. D., and Lamberg, W. J. (1979). Effect of pre-questions on oral reading by elementary students.Read. Improv. 16: 71–74. Gillies, D. A. (1984). Effect of advance organizers on learning medical surgical nursing content by baccalaureate nursing students.Res. Nurs. Health 7: 173–180. Glynn, S. M., and DiVesta, F. J. (1977). Outline and hierarchical organization as aids for study and retrieval.J. Educ. Psychol. 69: 89–95. Glynn, S. M., Britton, B. K., and Muth, K. D. (1985). Text-comprehension strategies based on outlines: Immediate and long-term effects.J. Exp. Educ. 53: 129–135. Graves, M., Cooke, C. L., and Laberge, M. J. (1983). Effects of previewing difficult short stories on low ability junior high schnineool students' comprehension, recall, and attitudes.Read. Res. Quart. 18: 262–276. Guthrie, J. T. (1978). Research: Remembering content.J. Read. 22: 64–66. Hansen, J. (1981). The effects of interference training and practice on young children's reading comprehension.Read. Res. Quart. 16: 391–417. Hartley, J., Goldie, M., and Steen, L. (1979). The role and position of summaries: Some issues and data.Educ. Rev. 31: 59–65. Hartley, J., Kenely, J., Owen, G., and Trueman, M. (1980). The effect of headings on children's recall from prose text.Brit. J. Educ. Psychol. 50: 304–307. Herbert, H. L., and Nelson, J. B. (1975). Questioning is not the answer.J. Read. 18: 512–517. Holzman, T. G., Allen, S. A., and Layne, B. H. (1981). Advance organizers as aids for reading: Nature of the learner and the learning.J. Exp. Educ. 50: 77–82. Jonassen, D. H. (1981). Information mapping: A description, rationale and comparison with programmed instruction.Visible Lang. 15: 55–56. Klausmeier, H. J., and Ripple, R. E. (1971).Educational Psychology: Learning and Human Abilities (3rd Ed.), Harper & Rowe, New York. Lenz, B., K. Alley, G. R., and Schumaker, J. B. (1987). Activating the inactive learner: Advance organizers in the secondary content classroom.Learn. Disab. Quart. 10: 53–67. Mayer, R. E. (1978). Advance organizers that compensate for the organization of text.J. Educ. Psychol. 70: 880–886. Mayer, R. E. (1979). Can advance organizers influence meaningful learning?Rev. Educ. Res. 49: 371–383. Mayer, R. E. (1980). Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis.J. Educ. Psychol. 72: 770–784. Mayer, R. E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose.J. Educ. Psychol. 75: 40–49. Mayer, R. E., and Bromage, B. K. (1980). Different recall protocols for technical texts due to advance organizers.J. Educ. Psychol. 72: 209–225. Patrick, J., and Evans, P. (1983). Advance organizers and learner control of sequence in recall of topical attributes.Hum. Learn. J. Pract. Res. Appl. 2: 269–277. Peleg, Z. R., and Moore, R. F. (1982). Effects of the advance organizer with oral and written presentation on recall and inference of EMR adolescents.Am. J. Ment. Def. 86: 621–626. Petersen, C., Glover, J. A., and Ronning, R. R. (1980). An examination of three prose learning strategies on reading comprehension.J. Gen. Psychol. 102: 39–52. Ramsel, D., and Grabe, M. (1983). Attention allocation and performance in goal-directed reading: Age difference in reading flexibility.J. Read. Behav. 15: 55–65. Rickards, J. P. (1975–1976). Processing effects of advance organizers interspersed in text.Read. Res. Quart. 11: 599–622. Rickards, J. P., and Denner, P. R. (1979). Depressive effects of underlining and adjunct questions on children's recall of text.Inst. Sci. 8: 81–90. Rickards, J. P., and McCormick, C. B. (1977). Whole versus part presentation of advance organizers in text.J. Educ. Res. 70: 147–149. Rothkopf, E. Z., and Koether, M. E. (1978). Instructional effects of discrepancies in content and organization between study goals and information sources.J. Educ. Psychol. 70: 67–71. Schumacher, G. M., Liebert, D., and Fass, W. (1975). Textual organization, advance organizers and the retention of prose material.J. Read. Behav. 7: 173–180. Sfu, P. K. (1986). Understanding Chinese prose: Effects of number of ideas, metaphor, and advance organizer on comprehension.J. Educ. Psychol. 78: 417–423. Slater, W. H., Graves, M. F., and Piche, G. L. (1985). Effects of structural organizers on ninth-grade students' comprehension and recall of four patterns of expository text.Read. Res. Quart. 20: 189–202. Snouffer, N. K., and Thistlethwait, L. L. (1980). The effects of the structured overview and vocabulary pre-teaching upon comprehension levels of college freshmen reading physical science and history materials.J. Assoc. Stud. Percep. 15: 11–16. Stallings, S. L., and Derry, S. J. (1986). Can an advance organizer technique compensate for poor reading conditions?J. Exp. Educ. 54: 217–222. Stone, C. L. (1983). A meta-analysis of advance organizer studies.J. Exp. Educ. 51: 194–199. Thelen, J. N. (1979). Just because kids can't read doesn't mean they can't learn or every science and mathematics teacher is not a teacher of reading.School Sci. Math. 79: 457–464. Thomas, K. J., and Cummings, C. K. (1978). The efficacy of listening guides: Some preliminary findings with tenth and eleventh graders.J. Read. 21: 705–709. Tudor, I. (1986). Advance organizers as adjuncts to L2 reading comprehension.J. Res. Read. 9: 103–115. Tulving, E. (1983).Elements of Episodic Memory, Oxford University Press, New York. Tulving, E. (1985). On the classification problem in learning and memory. In Nilsson, L. and Archer, T. (eds.),Perspectives on Learning and Memory, Erlbaum, Hillsdale, N.J., pp. 73–101. Tulving, E., and Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words.J. Verb. Learn. Verb. Behav. 5: 381–391. Tyler, S. W., Delaney, H., and Kinnucan, M. (1983). Specifying the nature of reading ability differences and advance organizer effects.J. Educ. Psychol. 75: 359–373. Watson, C. R. J. (1981). Classroom discussion as a prelude to reading.Eng. Lang. Teach. J. 35: 137–139.