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Two experiments were conducted on edited TV newscast sequences to clarify effects of film accompaniment on learning from heard news text. In Experiment 1,150 British subjects viewed a sequence with either film format throughout or alternating film and 'talking head' format between items. Those items that were presented by 'talking heads' in the mixed sequence were learned better with film format, in which the heard text was accompanied by appropriate moving pictures. However, no effect of uniform context was found on the remaining items. In Experiment 2, 91 German subjects viewed one of four versions of a bulletin, one with ...

Objectives: To study whether linguistic analysis and changes in information leaflets can improve readability and understanding. Design: Randomised, controlled study. Two information leaflets concerned with trials of drugs for conditions/diseases which are commonly known were modified, and the original was tested against the revised version. Setting: Denmark. Participants: 235 persons in the relevant age groups. Main measures: Readability and understanding of contents. Results: Both readability and understanding of contents was improved: readability with regard to both information leaflets and understanding with regard to one of the leaflets. Conclusion: The results show that both readability and understanding can be improved by ...

An experiment was conducted to examine the effects of sentence-level context, prior word knowledge, and need for cognition on responses to print ads for technical products. Words and phrases that help readers understand technical language in context increased the supportive arguments generated in response to ads, whereas prior word knowledge and need for cognition primarily influenced neutral thoughts. Only explanatory language facilitated the comprehension of product information. Explanatory language led to an increase in attitudes and purchase intent. Need for cognition had a positive influence on attitude formation when the context language was ambiguous, but decreased attitude formation when the ...

Three experiments were conducted to test whether presentation order affects the reading and later recall of simple two-clause arguments. Participants read arguments in a claim-first order or in a reason-first order. Three experiments found that arguments were read faster when claims preceded reasons and this effect was independent of whether the reason began with a subordinating conjunction. Shorter reading times were observed for claims when they occurred in the initial position. Claims were also recalled better than reasons and claim-first arguments were recalled more accurately than reason-first arguments. Experiments 3a and 3b showed that readers identified claims by the presence ...

Three experiments were conducted to test whether presentation order affects the reading and later recall of simple two-clause arguments. Participants read arguments in a claim-first order or in a reason-first order. Three experiments found that arguments were read faster when claims preceded reasons and this effect was independent of whether the reason began with a subordinating conjunction. Shorter reading times were observed for claims when they occurred in the initial position. Claims were also recalled better than reasons and claim-first arguments were recalled more accurately than reason-first arguments. Experiments 3a and 3b showed that readers identified claims by the presence ...

Three experiments were conducted to test whether presentation order affects the reading and later recall of simple two-clause arguments. Participants read arguments in a claim-first order or in a reason-first order. Three experiments found that arguments were read faster when claims preceded reasons and this effect was independent of whether the reason began with a subordinating conjunction. Shorter reading times were observed for claims when they occurred in the initial position. Claims were also recalled better than reasons and claim-first arguments were recalled more accurately than reason-first arguments. Experiments 3a and 3b showed that readers identified claims by the presence ...

This paper describes the twinned passages method for capturing text art. 10 pairs of original and revised U.S. Army instructional texts were tested for reproduction. The revised texts were generally more effective. The recall differences were shown to correlate with the differences in the amount of signalling applied in the original and revised versions. ...

700 undergraduates were tested in 3 experiments on original or rewritten versions of 52 instructional texts about Army job tasks, general science, philosophy, and history. 5 experts had rewritten various sets of the texts and stated hypotheses about the efficacious features of their revisions. We tested their hypotheses and several others. Recall and recognition tests were given immediately and after a 24hr delay. Results showed that revisions made by 3 of the 5 experts improved retention of text information. The kind and number of revisions and improvements varied across the text sets. Most expert hypotheses were not supported, and they ...

700 undergraduates were tested in 3 experiments on original or rewritten versions of 52 instructional texts about Army job tasks, general science, philosophy, and history. 5 experts had rewritten various sets of the texts and stated hypotheses about the efficacious features of their revisions. We tested their hypotheses and several others. Recall and recognition tests were given immediately and after a 24hr delay. Results showed that revisions made by 3 of the 5 experts improved retention of text information. The kind and number of revisions and improvements varied across the text sets. Most expert hypotheses were not supported, and they ...

700 undergraduates were tested in 3 experiments on original or rewritten versions of 52 instructional texts about Army job tasks, general science, philosophy, and history. 5 experts had rewritten various sets of the texts and stated hypotheses about the efficacious features of their revisions. We tested their hypotheses and several others. Recall and recognition tests were given immediately and after a 24hr delay. Results showed that revisions made by 3 of the 5 experts improved retention of text information. The kind and number of revisions and improvements varied across the text sets. Most expert hypotheses were not supported, and they ...