Lorch, R. F., Lemarié, J., & Chen, H. (2013). Signaling topic structure via headings or preview sentences. Psicologia Educativa, 19(2), 59-66.

Lorch, R.; Lemarié, J.; Chen, H.

2013

Lorch, R. F., Lemarié, J., & Chen, H. (2013). Signaling topic structure via headings or preview sentences. Psicologia Educativa, 19(2), 59-66.

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Two experiments compared the effects on text processing of headings and preview sentences that were designed to communicate the same information about the texts’ topics and their organization. In Experiment 1, college students read a text for understanding then were tested on memory for the subtopics and memory for simple facts presented in the text. Memory for subtopics was better for the text with headings; there was no difference between headings and preview sentences on memory for facts. In Experiment 2, participants read a text in order to outline it. Outlining was better if the text contained signals to topic structure than if the text did not contain signals, but there were no reliable differences between previews and headings. The findings show that previews function similarly to headings in a task that emphasizes the relevance of topic structure information, but they do not elicit readers’ attention to topic information as readily as headings do. These results have implications for textbook design and instruction of comprehension strategies.

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