Two procedures to improve instructional text: Effects on memory and learning.
By Eduardo Vidal-Abarca, G. Martinez, Ramiro Gilabert. 2000
89 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/719d0550bd79509bf75c9d33ffc36d1f96af390d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Danielle S. McNamara
- A. Graesser
- Alexander Renkl
- Tenaha O'Reilly
- P. M. McCarthy
- Scott Andrew Crossley
- Rachel Best
- Max M. Louwerse
In Education
- Alexander Renkl
- Danielle S. McNamara
- S. Burcham
- P. W. van den Broek
- Tenaha O'Reilly
- A. Graesser
- Johannes Gurlitt
- Rachel Best
Citations in the corpus
- Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “Indeed, manipulations designed to improve text cohesion by increasing casual and referential cohesion have been successful in elevating student comprehension (Beck, McKeown, Sinatra, & Loxterman, 1991; Britton & Gulgoz, 1991; Lehman & Schraw, 2002; Linderholm et al., 2000; Vidal-Abarca, Martinez, &”
- The impact of text coherence on learning by self-explanation (2007, background): “Vidal-Abarca, Martinez, and Gilabert (2000) rewrote history texts to make clearer the causal explanatory links between concepts, which helped learners to generate a deeper understanding of the text.”
- Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy (2010, methodology): “outcomes. Vidal-Abarca et al. (2000) used an 8th grade school text on history.”
- Effects of Causal Text Revisions on More- and Less-Skilled Readers' Comprehension of Easy and Difficult Texts (2000, background): “In this study, causal changes were of primary interest, largely because these changes are an important subset of referential changes (Vidal-Abarca et al., 2000).”
- Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts (2008, background): “For instance, comprehension for low-knowledge readers may be facilitated by more cohesive texts, which contain fewer cohesion gaps ( Britton, Gulgoz, & Glynn, 1993 ; McNamara et al, 1996 ; McNamara & Kintsch, 1996 ; Vidal-Abarca, Martinez, & Gilabert, 2000 ).”
- Coh-Metrix: Capturing Linguistic Features of Cohesion (2010, background): “Vidal-Abarca, Martinez, and Gilabert (2000) compared the effects of two types of text revisions on text comprehension of a history text, Russian Revolution , obtained from an eighth-grade history textbook (Anaya Pub-lishers, 1987).”