A comparison of texts and their summaries: Memorial consequences
Chapters from college textbooks in diverse fields were compared with summaries constructed to convey the main points. A series of studies demonstrate consistent advantages for summaries. Summaries maintained their advantages at retention intervals of 20 minutes, 1 week, and 6 to 12 months. Summaries...
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| Published in | Journal of Verbal Learning and Verbal Behavior Vol. 19; no. 2; pp. 121 - 134 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
New York
Elsevier B.V
01.01.1980
Academic Press |
| Online Access | Get full text |
| ISSN | 0022-5371 0749-596X |
| DOI | 10.1016/S0022-5371(80)90122-X |
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| Abstract | Chapters from college textbooks in diverse fields were compared with summaries constructed to convey the main points. A series of studies demonstrate consistent advantages for summaries. Summaries maintained their advantages at retention intervals of 20 minutes, 1 week, and 6 to 12 months. Summaries were superior both for questions directly taken from the text and for inference questions that required the subject to combine facts that had been studied. A transfer task looked at ability to learn new, related material as a function of how the previous material was learned. Summaries yielded better transfer. Reaction time differences showed the same pattern as percentage correct. Summaries maintained their superiority even when the main points in the text were underlined. |
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| AbstractList | Chapters from college textbooks in diverse fields were compared with summaries constructed to convey the main points. A series of studies demonstrate consistent advantages for summaries. Summaries maintained their advantages at retention intervals of 20 minutes, 1 week, and 6 to 12 months. Summaries were superior both for questions directly taken from the text and for inference questions that required the subject to combine facts that had been studied. A transfer task looked at ability to learn new, related material as a function of how the previous material was learned. Summaries yielded better transfer. Reaction time differences showed the same pattern as percentage correct. Summaries maintained their superiority even when the main points in the text were underlined. |
| Author | Reder, Lynne M. Anderson, John R. |
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| Cites_doi | 10.1016/0010-0285(79)90010-0 10.2466/pr0.1971.28.1.123 10.1016/0010-0285(75)90016-X 10.1016/0010-0285(77)90006-8 10.1207/s15516709cog0302_2 10.1037/0022-0663.69.4.381 10.1037/0278-7393.3.2.150 10.1016/0010-0285(77)90005-6 10.1037/h0034762 10.3406/lgge.1975.2300 10.1016/S0020-7373(72)80004-X |
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