The Effects of Graphical Postorganization Strategies on Learning from Knowledge Maps
Abstract
The Effects of Postorganization Activities on the Acquisition of Information Presented in a Knowledge-Map Format Were Assessed. in the 1st Experiment, the Students Studied Biology Subject Matter in a Knowledge-Map Format for 30 Min. during the Next 15 Min, Half of the Participants Summarized the Information using the Structure of the Map (Without Any Text Included) as an Aid (Structure Group); the Other Half Continued Studying the Map (Control Group). the Structure Group Recalled Significantly More Information Than the Control Group Did; that Effect Was Particularly Pronounced with Recall of Superordinate Propositions. in Experiment 2, the Recall of the Structure Group, Who Studied in the Same Manner as in Experiment 1, Was Compared with that of the Map Group, Who Summarized using the Knowledge Map as an Aid, and the No-Cue Group, Who Summarized Without Any Type of Aid. the Map and Structure Groups Recalled Significantly More Superordinate Propositions Than the No-Cue Group. the 3 Groups Did Not Differ Significantly with Respect to Subordinate Propositions. the Results Suggest that Postorganization Activities that Emphasize Spatial Encoding Enhance the Effectiveness of Knowledge Maps, Especially with Respect to Superordinate Concepts. © 1999 Taylor & Francis Group, LLC.
Recommended Citation
Hall, R. H., Hall, M. A., & Saling, C. B. (1999). The Effects of Graphical Postorganization Strategies on Learning from Knowledge Maps. Journal of Experimental Education, 67(2), pp. 101-112. Taylor and Francis Group; Routledge.
The definitive version is available at https://doi.org/10.1080/00220979909598347
Department(s)
Business and Information Technology
International Standard Serial Number (ISSN)
1940-0683; 0022-0973
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2023 Taylor and Francis Group; Routledge, All rights reserved.
Publication Date
01 Jan 1999
