Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402-412.

Loman, N.;Mayer, R.

1983

Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402-412.

2

In 2 experiments, 102 15-17 yr old high school students read and listened to either a signaled or nonsignaled expository passage. The signals consisted of preview sentences, underlined headings, and logical connective phrases. The results show a pattern in which the signaled groups performed better on recall of conceptual information and on generating high quality problem solutions, whereas the nonsignaled groups excelled on recall of information from the beginning and end of the passage and on generating low quality problem solutions. These results suggest that signaling is effective in modifying students' reading strategies.

As in experiment 1, experiment 2 produced patterns in which signaled subjects excelled on conceptual recall and high quality problem solving, whereas non-signaled subjects excelled on primacy or recency recall and low quality problem solving.

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