Effects of Examples as Context on Learning New Information From Expository Materials

Two studies are reported dealing with the effects of context on reading comprehension and information gain of fifth graders using expository materials. In Experiment 1, the simple physical science principle of pulleys was presented in three different forms. For the subjects in the no-context condition, the principle was explained with no example. In the other two conditions, the passage described pulleys as a component part of construction cranes and fence tighteners. Since most of the subjects knew about construction cranes, but did not know about fence tighteners, the former was named the familiar example context condition and the latter became the unfamiliar example context condition. Subjects' existing knowledge of the principle of pulleys was tested three weeks prior to the presentation of the passage.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Britti, Nirmala G.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(UMI)AAI8127552

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/66039