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In 3 experiments, 267 undergraduates whose reading ability was determined by the Davis Reading Test or their 12th-grade English marks read and recalled texts that varied in local (micro-) or global (macro-) processing difficulty. In Exp I, 10 theoretically derived text variables, 5 at the micro- and 5 at the macrolevel, successfully predicted comprehension efficiency scores. Micro- and macrovariables accounted for unique portions of the comprehension variance. For the technical prose passages, microvariables were better predictors of less skilled readers' performance, whereas macrovariables were better for skilled readers'. In Exps II and III, lexical and macrostructure difficulty were factorially combined; ...

In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and ...

In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and ...

This article presents the results of 2 studies on the effects of text structure on comprehension and retention. The studies, conducted with 3 different age groups, revealed that the position of a certain statement in the text structure hierarchy determines its conceived importance and that the concreteness of contents determine whether the statement will be recalled or included in a summary. The effects of concreteness were found to be strongly dependent on Ss' age levels. ...

A previous study (see LLBA 15/2, 8102370) is replicated to examine the role of text design & wording on reading speed & comprehension. Students (N = 346, grades 5 to 7) read standard, typographically redesigned, & reworded texts, & reading times & achievement were measured. It is concluded that the improvement found with the new typographic layout in the previous study was due to the text, which was necessary to fit it into the new format. Ss preferred the visualized version from among the available redesign types. ...

BACKGROUND: Several studies suggest that many parents and research participants have poor understanding of the elements of consent, particularly the risks and benefits. However, some data suggest that the format and framing of research risks and benefits may be an important determinant of subject understanding. We examined the effect of tabular and graphical presentation of risks and benefits on parents' understanding of a research study. METHODS: Parents of children scheduled to undergo an elective surgical procedure (n = 408) were randomized to receive information about the risks and benefits of a sham study of postoperative pain control using text, tables, ...

Research on the counterintuitive Monty Hall dilemma (MHD) and analogous problems has shown that correct reasoning is rarely observed, even with the help of certain hints. Making the causal structure explicit or presenting probabilities by means of natural frequencies seem to enhance performance, but only to a moderate degree. The present experiments aimed to analyze the usefulness of these hints for solving an analogous MHD in more detail. Results showed that, compared to relative frequencies, natural frequencies improved reasoning, but this effect depended on previous numerical skills. On the other hand, a graph representing the causal structure had no effect, ...

The effect of text difficulty on metamemory for narrative and expository text was investigated. In Experiment I, we found an interaction between type of text and type of question (thematic or detailed). For readers of narrative texts, correlations between predicted and actual performance were highest for detailed questions, but this pattern was reversed for readers of expository texts. Next, text difficulty was explored as a possible factor affecting metamemory accuracy. In Experiments 2 and 3, metamemory accuracy was a nonmonotonic function of text difficulty. Subjects made remarkably accurate predictions of future performance (mean G > .6) for both narrative and ...

The effect of text difficulty on metamemory for narrative and expository text was investigated. In Experiment I, we found an interaction between type of text and type of question (thematic or detailed). For readers of narrative texts, correlations between predicted and actual performance were highest for detailed questions, but this pattern was reversed for readers of expository texts. Next, text difficulty was explored as a possible factor affecting metamemory accuracy. In Experiments 2 and 3, metamemory accuracy was a nonmonotonic function of text difficulty. Subjects made remarkably accurate predictions of future performance (mean G > .6) for both narrative and ...

Processing time and memory for sentences were examined as a function of the degree of semantic and causal relatedness between sentences in short narratives. In Experiments 1-2B, semantic and causal relatedness between sentence pairs was independently manipulated. Causal relatedness was assessed through pretesting and semantic relatedness was assessed with Latent Semantic Analysis. Causal relatedness influenced processing time and memory. Semantic relatedness influenced memory, and influenced processing time when causality was not manipulated within an experiment and the situation described by the sentence pairs was somewhat difficult to construct. Experiment 3 utilized naturalistic texts. Semantic and causal relatedness between sentences influenced ...