Hartley, J., & Trueman, M. (1985). A research strategy for text designers: The role of headings. Instructional Science, 14(2), 99-155.

Hartley, J.; Trueman, M.

1985

Hartley, J., & Trueman, M. (1985). A research strategy for text designers: The role of headings. Instructional Science, 14(2), 99-155.

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Examined recall and retrieval from familiar and unfamiliar text in relation to the position of headings (marginal vs text embedded) and the kinds of headings used (questions vs statements) in 17 experiments. Results from the 1st 9 experiments show that the position of the headings had no effect, but headings in either form aided recall and search and retrieval of information from the text in 14-25 yr old Ss. Four experiments with 11-12 yr olds showed that headings aided Ss' search and retrieval but not their recall from a 2nd text. However, an additional study with 14-25 yr olds and the 2nd text showed that headings again aided recall with this group, suggesting a developmental trend in children's capacity to use headings as recall devices. Another 3 experiments tested whether headings in the form of questions helped lower-ability readers more than headings in the form of statements. No significant differences were found to result from the different forms of heading in the 11-22 yr olds or in the 14-25 yr olds.

The presence of headings significantly affected recall, especially the recall of the least able pupils. These findings suggest, therefore, that the difference between the findings of the studies of recall so far reported are more likely to be a consequence of age and experience than a consequence of different passages.

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