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