View in EDS

Exploring Effects of Background Context Familiarity and Signaling on Comprehension, Recall, and Cognitive Load

Saved in:
Bibliographic Details
Title: Exploring Effects of Background Context Familiarity and Signaling on Comprehension, Recall, and Cognitive Load
Language: English
Authors: Song, Minjung, Bruning, Roger
Source: Educational Psychology. 2016 36(4):691-718.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Comprehension, Recall (Psychology), Cognitive Processes, Difficulty Level, Climate, Geographic Location, Foreign Countries, Comparative Analysis, Familiarity, Student Motivation, Context Effect, Schemata (Cognition), Undergraduate Students, Multivariate Analysis, Questionnaires, Likert Scales
Geographic Terms: South Korea, United States
DOI: 10.1080/01443410.2015.1072133
ISSN: 0144-3410
Abstract: This study was designed to explore the effects of different geographical background contexts and signalling for information about global warming on comprehension, recall and cognitive load. Two different geographical contexts, US and Korean, were employed to frame explanations of global warming phenomena to US students. Two signalling conditions were also adopted in which passages about global warming were either signalled or nonsignalled. Comparisons within the experimental framework of the study showed that context familiarity had positive effects on students' deep comprehension (knowledge application), self-reported levels of motivation and perceived levels of difficulty, and that signalling had a negative effect on deep comprehension. An expertise reversal effect was also noted. The findings of the current study imply that to-be-learned information framed within an unfamiliar context can create disadvantages for students' motivation, perceived difficulty and deep comprehension.
Abstractor: As Provided
Number of References: 79
Entry Date: 2016
Accession Number: EJ1098812
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1098812
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring Effects of Background Context Familiarity and Signaling on Comprehension, Recall, and Cognitive Load
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Song%2C+Minjung%22">Song, Minjung</searchLink><br /><searchLink fieldCode="AR" term="%22Bruning%2C+Roger%22">Bruning, Roger</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2016 36(4):691-718.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Familiarity%22">Familiarity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2015.1072133
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study was designed to explore the effects of different geographical background contexts and signalling for information about global warming on comprehension, recall and cognitive load. Two different geographical contexts, US and Korean, were employed to frame explanations of global warming phenomena to US students. Two signalling conditions were also adopted in which passages about global warming were either signalled or nonsignalled. Comparisons within the experimental framework of the study showed that context familiarity had positive effects on students' deep comprehension (knowledge application), self-reported levels of motivation and perceived levels of difficulty, and that signalling had a negative effect on deep comprehension. An expertise reversal effect was also noted. The findings of the current study imply that to-be-learned information framed within an unfamiliar context can create disadvantages for students' motivation, perceived difficulty and deep comprehension.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 79
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1098812
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1098812
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01443410.2015.1072133
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 691
    Subjects:
      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Familiarity
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Schemata (Cognition)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Multivariate Analysis
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: South Korea
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Exploring Effects of Background Context Familiarity and Signaling on Comprehension, Recall, and Cognitive Load
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Song, Minjung
      – PersonEntity:
          Name:
            NameFull: Bruning, Roger
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0144-3410
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational Psychology
              Type: main
ResultId 1