The Effect of Concept Mapping to Enhance Text Comprehension and Summarization
By Kuo-En Chang, Yao-Ting Sung, I. Chen. 2002
467 citations recorded by the source corpus.
Abstract Although graphic strategies, such as graphic organizers and knowledge maps, have proved helpful for text learning, certain important application issues such as surface processing and cognitive overload have yet to be resolved. The authors tested the learning effects of a concept-mapping strategy. They designed 3 concept-mapping approaches—map correction, scaffold fading, and map generation—to determine their effects on students' text comprehension and summarization abilities. The experimental results from 126 fifth graders showed that the map-correction method enhanced text comprehension and summarization abilities and that the scaffold-fading method facilitated summarization ability.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/bfe67e65473e25dc404130b2fe709f4a89ec121e
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In Developmental and Educational Psychology
- Steve Graham
- Dolores Perin
- K. Harris
- Rui Alexandre Alves
- Teresa Limpo
- Natalie G. Olinghouse
- Jennifer K Gilbert
- T. Santangelo
In Education
- Steve Graham
- Dolores Perin
- K. Harris
- Rui Alexandre Alves
- Teresa Limpo
- Natalie G. Olinghouse
- Jennifer K Gilbert
- T. Santangelo
In Experimental and Cognitive Psychology
Citations in the corpus
- A meta-analysis of writing instruction for adolescent students. (2007, background): “Summarization instruction ranged from explicitly teaching summarization strategies (Bean & Steenwyk, 1984; Knight, 2003; Placke, 1987) to enhancing summarization by progressively fading models of a good summary (Chang, Sung, & Chen, 2002).”
- The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “Several studies have shown that generating or correcting concept maps is better than a variety of passive activities such as reading a text (Chang, Sung, & Chen, 2002), listening to a lecture (Schmid & Telaro, 1990), or whole-class discussions (Chularut & DeBacker, 2004; Guastello, Beasley, &…”