The effects of text-based interest on attention and recall.

By Mark A. McDaniel, P. Waddill, Kraig A. Finstad, Tammy M. Bourg. 2000

173 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d39628520026eace181625004fc982568643bcf5

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Development of the Educational and Career Interest Scale in Science, Technology, and Mathematics for High School Students (2013, background): “2007; Wigfield 1994), engagement (Alexander 2004; Jacobs and Eccles 2000), attention (Ainley et al. 2002; McDaniel et al. 2000; Hidi et al. 2004; Schunk et al. 2007), goal achievement (Harackiewicz et al.”
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, background): “…start unknown problem part, and did not respond as a result. explanation for this phenomenon is that interest may support situational understanding (McDaniel et al., 2000; Schiefele, 1999), allowing students to construct coherent situation models of the actions, objects, and relationships…”
Interest, Reading, and Learning: Theoretical and Practical Considerations (2001, background): “ McDaniel et al. (2000) tested Anderson’s position that interest may foster greater selective allocation of attention resulting in slower text processing and secondary time reaction versus Hidi and colleagues’ position that increased interest results in automatic allocation of attention, freeing up”
The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014, background): “Additionally, there is evidence that students who find material more interesting organize their knowledge more structurally (McDaniel et al. 2000) and have higher achievement (Schiefele 1991).”
Interest development, self-related information processing, and practice (2021, background): “This is critical information, as having an interest in what one is learning significantly benefits attention (e.g., Hidi, 1995; McDaniel et al., 2000), memory (e.g., Renninger & Wozniak, 1985), goal setting (e.g., Harackiewicz et al., 2008), sustained engagement (e.g., Azevedo, 2013), and…”
The Four-Phase Model of Interest Development (2006, background): “In addition, situational interest has been shown to narrow inferencing (McDaniel et al., 2000), focus attention (Hidi, 1995; McDaniel et al., 2000), enable integration of information with prior knowledge (Kintsch, 1980), and enhance levels of learning (Mitchell, 1993; Schraw, Bruning, & Svoboda,…”