Skip to main content
SpringerLink
Log in

The effects of orienting activities and cognitive processing time on factual and inferential learning

  • Articles
  • Published:
ECTJ Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Allen, D. I. (1970). Some effects of advance organizers and level of question on the learning and retention of written social studies materials.Journal of Educational Psychology, 61, 333–339.

    Article  Google Scholar 

  • Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive text.Journal of Educational Research, 75, 44–48.

    Google Scholar 

  • Anderson, R. C., & Biddle, B. (1975). On asking people questions about what they are reading. In G. Bower (Ed.),Psychology of learning and motivation, New York: Academic Press.

    Google Scholar 

  • Anderson, R. C., Spiro, R. J., & Anderson, M. C. (1978). Schemata as scaffolding for the representation of connected discourse.American Educational Research Journal, 15, 433–440.

    Article  Google Scholar 

  • Ausubel, D. P. (1960). The use of advance organizers in learning and retention of meaningful material.Journal of Educational Psychology, 51, 267–272.

    Article  Google Scholar 

  • Barnes, B. R., & Clawson, E. V. (1975). Do advance organizers facilitate learning?Review of Educational Research, 45, 637–660.

    Article  Google Scholar 

  • Belland, J., Taylor, W., Canelos, J., Dwyer, F., & Baker, P. (1985). Is the self-paced instructional program, via micro-computer based instruction, the most effective method of addressing individual learning differences?Educational Communication and Technology Journal, 33, 185–198.

    Google Scholar 

  • Carlson, R. F., Kincaid, J. P., Lance, S., & Hodgson, T. (1976). Spontaneous use of mnemonics and grade point average.Journal of Psychology, 91, 117–122.

    Article  Google Scholar 

  • Chu, G. C., & Schramm, W. (1967).Learning from television: What the research says. Washington D. C.: National Association of Educational Broadcasters.

    Google Scholar 

  • Clark, R. E. (1984). Research on student thought processes during computer-based instruction.Journal of Instructional Development, 7(3), 2–5.

    Google Scholar 

  • Derry, S. J. (1984). Effects of an organizer on memory for prose.Journal of Educational Psychology, 76, 98–107.

    Article  Google Scholar 

  • Duchastel, P. C. & Nungester, R. J. (1985). Adjunct question effects with review.Contemporary Educational Psychology, 9, 97–103.

    Article  Google Scholar 

  • Gagné, R. M. (1985).The conditions of learning (4th ed.). New York: Holt, Rinehart, & Winston.

    Google Scholar 

  • Garhart, C., & Hannafin, M. J. (1986). The accuracy of cognitive monitoring during computer-based instruction.Journal of Computer-Based Instruction, 13, 88–93.

    Google Scholar 

  • Glover, J. A., Bruning, R. H., & Plake, B. S. (1982). Distinctiveness of encoding and recall of text materials.Journal of Educational Psychology, 74, 522–534.

    Article  Google Scholar 

  • Glover, J. A., Plake, B. S., & Zimmer, J. W. (1983). Distinctiveness of encoding and memory for learning tasks.Journal of Educational Psychology, 74, 189–198.

    Article  Google Scholar 

  • Gropper, G. L. (1983). A behavioral approach to instructional prescription. In C. M. Reigeluth (Ed.),Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction.Journal of Instructional Development, 7(3), 6–9.

    Google Scholar 

  • Hannafin, M. J. (1985). Empirical issues in the study of computer-assisted interactive video.Educational Communication and Technology Journal, 33, 235–247.

    Google Scholar 

  • Hannafin, M. J. (1987). The effects of orienting activities, cueing, and practice on learning of computer-based instruction.Journal of Educational Research, 81, 48–53.

    Google Scholar 

  • Hannafin, M. J., Garhart, C., Reiber, L. P., & Phillips, T. L. (1985). Keeping interactive video in perspective: Tentative guidelines and cautions in the design of interactive video. In E. Miller & M. Mosely (Eds.),Educational media and technology yearbook Littleton, CO: Libraries Unlimited.

    Google Scholar 

  • Hannafin, M. J., & Hughes, C. (1986). A framework for incorporating orienting activities in computer-based interactive video.Instructional Science, 15, 239–255.

    Article  Google Scholar 

  • Holzman, T. G., Allen, S. A., & Layne, B. H. (1982). Advance organizers as aids for reading: Nature of the learner and the learning.Journal of Experimental Education, 50, 77–82.

    Google Scholar 

  • Kaplan, R., & Simmons, F. G. (1974). Effects of instuctional objectives used as orienting stimuli or as summary/review upon prose learning.Journal of Educational Psychology, 66, 614–622.

    Article  Google Scholar 

  • Mayer, R. E. (1979). Can advance organizers influence meaningful learning?Review of Educational Research, 49, 371–383.

    Article  Google Scholar 

  • Mayer, R. E. (1984). Aids to text comprehension.Educational Psychology, 19, 30–42.

    Google Scholar 

  • Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story.Journal of Educational Psychology, 69, 309–315.

    Article  Google Scholar 

  • Reynolds, R., & Anderson, R. C. (1982). Influence of questions on the allocation of attention during reading.Journal of Educational Psychology, 74, 623–632.

    Article  Google Scholar 

  • Spiro, R. J. (1980). Cognitive processes in prose comprehension and recall. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.),Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Stone, C. L. (1983). A meta-analysis of advance organizer studies.Journal of Experimental Education, 5, 194–199.

    Google Scholar 

  • Tennyson, R. D. (1984). Artificial intelligence methods in computer-based instructional design.Journal of Instructional Development, 7(3), 17–22.

    Article  Google Scholar 

  • Tennyson, R. D., Christensen, D. L., & Park, S. I. (1984). The Minnesota Adaptive Instructional System: An intelligent CBI system.Journal of Computer-Based Instruction, 11, 2–13.

    Google Scholar 

  • Tennyson, R. D., Park, O. (1980). Teaching concepts: A review of instructional design research literature.Review of Educational Research, 50, 55–70.

    Article  Google Scholar 

  • Tennyson, R. D., Park, O., & Christensen, D. L. (1985). Adaptive control of learning time and content sequence in concept learning using computer-based instruction.Journal of Educational Psychology, 77, 481–491.

    Article  Google Scholar 

  • Tennyson, R. D., Park, S. I. (1984). Process learning time as an adaptive design variable in concept learning using computer based instruction.Journal of Educational Psychology, 76, 542–465.

    Article  Google Scholar 

  • Travers, R. M. (1982).Essentials of learning. New York: Macmillan.

    Google Scholar 

  • Vickers, D., & Packers, J. (1982). Effects of attending set for speed or accuracy on response time, accuracy, and confidence in a uni-dimensional discrimination task.ACTA Psychologica, 50, 179–197.

    Article  Google Scholar 

  • Walberg, H. L., & Tsai, S. (1984). Reading achievement and diminishing returns to time.Journal of Educational Psychology, 76, 442–451.

    Article  Google Scholar 

  • Walsh, D. A., & Jenkins, J. J. (1973). Effects of orienting tasks on free recall in incidental learning.Journal of Verbal Learning and Verbal Behavior, 12, 481–488.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Research and Development in Education Computing, Instructional Systems Program, The Pennsylvania State University, 16802, University Park, PA

    Michael J. Hannafin, Timothy L. Phillips, Lloyd P. Rieber & Casey Garhart

Authors
  1. Michael J. Hannafin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Timothy L. Phillips
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lloyd P. Rieber
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Casey Garhart
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hannafin, M.J., Phillips, T.L., Rieber, L.P. et al. The effects of orienting activities and cognitive processing time on factual and inferential learning. ECTJ 35, 75–84 (1987). https://doi.org/10.1007/BF02769433

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02769433

Keywords

Search

Navigation