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Procedural directions are read faster when general organizational information is found at the beginning rather than at the end of the directions. Two possible explanations for this effect are investigated in the present research. In the guessing account, readers need extra time to guess the relationships of component steps when the organizational information is not found at the beginning. In the buffering account, readers buffer the component step information until the organizational information is found, and only then incorporate the component steps into their mental representation. The two accounts were tested by measuring reading time separately for organizational and component ...

Procedural directions are read faster when general organizational information is found at the beginning rather than at the end of the directions. Two possible explanations for this effect are investigated in the present research. In the guessing account, readers need extra time to guess the relationships of component steps when the organizational information is not found at the beginning. In the buffering account, readers buffer the component step information until the organizational information is found, and only then incorporate the component steps into their mental representation. The two accounts were tested by measuring reading time separately for organizational and component ...

This article outlines a general framework for understanding how people construct mental plans for carrying out written directions. In the framework it is assumed (a) that a mental plan consists of a hierarchy of action schemas, (b) that the hierarchy is constructed by beginning with the schema at the top level of the hierarchy, and (c) that plan construction goes on concurrently with other reading processes. Predictions made on the basis of this framework were confirmed in Experiments 1 and 2. In Experiment 1, subjects were timed while they read and carried out simple directions such as 'Press button B ...

This article outlines a general framework for understanding how people construct mental plans for carrying out written directions. In the framework it is assumed (a) that a mental plan consists of a hierarchy of action schemas, (b) that the hierarchy is constructed by beginning with the schema at the top level of the hierarchy, and (c) that plan construction goes on concurrently with other reading processes. Predictions made on the basis of this framework were confirmed in Experiments 1 and 2. In Experiment 1, subjects were timed while they read and carried out simple directions such as 'Press button B ...

This article outlines a general framework for understanding how people construct mental plans for carrying out written directions. In the framework it is assumed (a) that a mental plan consists of a hierarchy of action schemas, (b) that the hierarchy is constructed by beginning with the schema at the top level of the hierarchy, and (c) that plan construction goes on concurrently with other reading processes. Predictions made on the basis of this framework were confirmed in Experiments 1 and 2. In Experiment 1, subjects were timed while they read and carried out simple directions such as 'Press button B ...

In three experiments, subjects read directions in which the form of a step was varied independently of its content. In the drawing task used in Experiment 1, stating a step as either an explicit action or an implicit action had no effect on reading time. However, in the knob-turning/meter-setting task used in Experiment 2, directions were read faster when they began with an explicit action instead of an implicit action. These conflicting results were interpreted in terms of what subjects knew about the two tasks: The drawing task was familiar and well understood, while the knob/meter task was relatively novel. ...

In three experiments, subjects read directions in which the form of a step was varied independently of its content. In the drawing task used in Experiment 1, stating a step as either an explicit action or an implicit action had no effect on reading time. However, in the knob-turning/meter-setting task used in Experiment 2, directions were read faster when they began with an explicit action instead of an implicit action. These conflicting results were interpreted in terms of what subjects knew about the two tasks: The drawing task was familiar and well understood, while the knob/meter task was relatively novel. ...

In three experiments, subjects read directions in which the form of a step was varied independently of its content. In the drawing task used in Experiment 1, stating a step as either an explicit action or an implicit action had no effect on reading time. However, in the knob-turning/meter-setting task used in Experiment 2, directions were read faster when they began with an explicit action instead of an implicit action. These conflicting results were interpreted in terms of what subjects knew about the two tasks: The drawing task was familiar and well understood, while the knob/meter task was relatively novel. ...

Young adults are generally better than older adults at remembering information from text materials. Previous research investigating the nature of these differences has produced conflicting results. Two sets of variables that influence age-related patterns of text recall are examined in the present study. Specifically, the effects of verbal ability level and text structure variables (number of arguments in the text and level of information in the text) on the text recall of younger (20-39 years), middle-aged (40-57 years), and older (60-84 years) adults are investigated. The subjects read and recalled short texts on health and nutrition. Subjects' recall protocols were ...

A readable writing approach to text revision was evaluated in 5 experiments with 1,169 17-20 yr old males. Revision involved use of word lists and the application of a syntax rule. It resulted in a reduction of 6 grade levels in the readability score. The revisions failed to produce practical improvements in comprehension on several reading-to-do tasks. Meaningful improvements in comprehension were achieved only for low-ability readers on a reading-to-learn task when vocabulary was simplified. Results are interpreted in terms of cognitive-processing requirements. The inadequacies of readability formulas and guidelines as a means of controlling the production of text are ...