The effect of general relevance instructions on shallow and deeper learning and reading time

The relevance effect refers to the facilitative effect of relevance instructions on learning. The authors examined the effect of general prereading relevance instructions on fact and concept learning, essay quality, and reading time. College students either did or did not receive relevance instructions before reading an expository text. Researchers found that general relevance instructions facilitated fact and concept learning and essay quality but did not lead to an increase in reading time. These findings supported the no-increased-effort hypothesis, which states that general relevance instructions help readers construct a more integrated mental representation of the text without increasing processing time. The authors attribute these effects to the goal-focusing nature of relevance instructions.

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Work Title The effect of general relevance instructions on shallow and deeper learning and reading time
Access
Open Access
Creators
  1. Matthew McCrudden
  2. Gregory Schraw
  3. Kendall Hartley
Keyword
  1. Reading time
  2. Relevance effect
  3. Relevance instructions
  4. Text learning
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. The Journal of Experimental Education
Publication Date July 1, 2006
Publisher Identifier (DOI)
  1. https://doi.org/10.3200/JEXE.74.4.291-310
Deposited August 09, 2023

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Version 1
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  • Created

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added JXE_2006_GeneralRelevance.pdf

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Matthew McCrudden

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Gregory Schraw

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Kendall Hartley

    August 09, 2023 14:50 by Researcher Metadata Database

  • Published

    August 09, 2023 14:50 by Researcher Metadata Database

  • Updated Keyword, Publisher, Description Show Changes

    August 10, 2023 14:33 by avs5190

    Keyword
    • Reading time, Relevance effect, Relevance instructions, Text learning
    Publisher
    • Journal of Experimental Education
    • The Journal of Experimental Education
    Description
    • <p>ABSTRACT: The relevance effect refers to the facilitative effect of relevance instructions on learning. The authors examined the effect of general prereading relevance instructions on fact and concept learning, essay quality, and reading time. College students either did or did not receive relevance instructions before reading an expository text. Researchers found that general relevance instructions facilitated fact and concept learning and essay quality but did not lead to an increase in reading time. These findings supported the no-increased-effort hypothesis, which states that general relevance instructions help readers construct a more integrated mental representation of the text without increasing processing time. The authors attribute these effects to the goal-focusing nature of relevance instructions.</p>
    • <p>The relevance effect refers to the facilitative effect of relevance instructions on learning. The authors examined the effect of general prereading relevance instructions on fact and concept learning, essay quality, and reading time. College students either did or did not receive relevance instructions before reading an expository text. Researchers found that general relevance instructions facilitated fact and concept learning and essay quality but did not lead to an increase in reading time. These findings supported the no-increased-effort hypothesis, which states that general relevance instructions help readers construct a more integrated mental representation of the text without increasing processing time. The authors attribute these effects to the goal-focusing nature of relevance instructions.</p>
  • Updated

    April 04, 2024 10:22 by [unknown user]