Holley, C. D. (1981). Utilizing intact and embedded headings as processing aids with nonnarrative text. Contemporary Educational Psychology, 6(3), 227-236.

Holley, C.; Dansereau, D.; Evans, S.; Collins, K.; Brooks, L.; Larson, D.

1981

Holley, C. D. (1981). Utilizing intact and embedded headings as processing aids with nonnarrative text. Contemporary Educational Psychology, 6(3), 227-236.

geen

Examined the utility of intact (i.e., topic outline format) and embedded (i.e., appropriately positioned within the text) headings as processing aids with nonnarrative text. It is argued that headings potentially provide useful cues for both input and output processing but that little empirical evidence exists to either support or refute this proposition. It is further argued that each of the prior studies reviewed was subject to one or more methodological criticisms that may attenuate the generality of the findings. Results of the present study with a total of 95 college students indicated that no advantage accrued to Ss on the basis of training. Limitations of this finding are discussed in terms of the amount of training provided and the time available to Ss for integrating the new strategies with their existing techniques. Ss provided with text containing intact and embedded headings significantly outperformed Ss whose text did not contain these processing aids. The major benefits were observed at delayed testing; text-with-headings Ss recalled approximately 11% more information at immediate testing and 44% more information at delayed testing than text-without-headings Ss.

The results indicated that students provided with text containing headings performed significantly better than students whose text did not contain these processing aids. In general, the results of this study support the assumption that the presence of intact and embedded headings facilitates performance with nonnarrative text, particularly at long-term delays.

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