Generating Topic Headings during Reading of Screen-based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-level Knowledge


This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was observed with… (More)


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