Effects
of Inserted Question Aids and Experimenter Provided Perspectives
on Text Memory
M. Mitsuda, K. Kurisu & C. Takeichi |
This
report aims at describing how readers of different ages could be
appropriately oriented toward macro structure of the passages. In
figuring out developmental differences in S's mathemagenic activities,
Experiment 1 showed that facilitative effects of gist-related questions
on prose recognition could be obtained only for children of about
7-8 years of age, while Experiment 2 evidenced that facilitative
effects obtained from macro structure oriented perspectives were
the best and those obtained from nonperspectives were the least well
enhancing for 5th graders, while just the reverse was the case for
9th graders. Those 9th graders, however, got the best facilitative
effects of macro structure oriented question aids while non-questioned
Ss were the least well facilitated ones, although just the reverse
was true for 5th graders. Those results were interpreted in terms
of developmental differences obtained. for S's spontaneity in utilizing
processing skill.
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