Brooks, L. W., Dansereau, D. F., Spurlin, J. E., & Holley, C. D. (1983). Effects of headings on text processing. Journal of Educational Psychology, 75(2), 292-302.

Brooks, L.;Dansereau, D.;Spurlin, J.;Holley, C.

1983

Brooks, L. W., Dansereau, D. F., Spurlin, J. E., & Holley, C. D. (1983). Effects of headings on text processing. Journal of Educational Psychology, 75(2), 292-302.

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Reports 2 experiments concerned with the effects of headings, both embedded and intact (outline), on the processing of complex text material. Results of Exp I with 132 undergraduates indicate that embedded headings reliably improved delayed test performance. In Exp II with 106 Ss, it was further found that instructions in the use of headings as processing aids facilitated test performance. A discrepancy, however, was observed between the 2 experiments in that the presentation of headings without instructions failed to increase test scores significantly on the dependent measures of Exp II. Sensitization to the headings is proposed as one possible explanation for the results.

It appears that headings and outlines do not strongly influence the immediate recall of complex text material, because the test failed to find significant effects.

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