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“Memory And The Learning Process” Metadata:

• Title: ➤  Memory And The Learning Process
• Author: Lyon, Darwin Oliver
• Language: English

Edition Identifiers:

• Internet Archive ID: memorylearningpr00lyonuoft

“ERIC ED087383: Methodological Strategies For Studying The Process Of Learning, Memory And Visual Literacy.” Metadata:

• Title: ➤  ERIC ED087383: Methodological Strategies For Studying The Process Of Learning, Memory And Visual Literacy.
• Author: ERIC
• Language: English

“ERIC ED087383: Methodological Strategies For Studying The Process Of Learning, Memory And Visual Literacy.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Development - Enrichment - Learning - Memory - Research Methodology - Research Needs - Visual Literacy - Randhawa, Bikkar S. - Hunt, Dennis

Edition Identifiers:

• Internet Archive ID: ERIC_ED087383

“Memory And The Learning Process” Metadata:

• Title: ➤  Memory And The Learning Process
• Author: Lyon, Darwin Oliver, 1887-
• Language: English

Edition Identifiers:

• Internet Archive ID: b32730172

“Memory And The Learning Process” Metadata:

• Title: ➤  Memory And The Learning Process
• Author: Darwin Oliver Lyon
• Language: English

Edition Identifiers:

• Internet Archive ID: memoryandlearni00lyongoog

“Memory And The Learning Process” Metadata:

• Title: ➤  Memory And The Learning Process
• Author: Lyon, Darwin Oliver, 1887-
• Language: English

Edition Identifiers:

• Internet Archive ID: cu31924014104610

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

• Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
• Author: ERIC
• Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Marx, Robert Tanner-Smith, Emily E. Davison, Colleen M. Ufholz, Lee-Anne Freeman, John Shankar, Ravi Newton, Lisa Brown, Robert S. Parpia, Alyssa S. Cozma, Ioana Hendrikx, Shawn School Schedules - High School Students - Well Being - Sleep - Academic Achievement - Mental Health - Attendance - Attention - Meta Analysis - Depression (Psychology) - Symptoms (Individual Disorders) - Parent Child Relationship - Educational Benefits - Body Composition

Edition Identifiers:

• Internet Archive ID: ERIC_ED586232

“ERIC ED099793: Memory As A Constructive Process; Report From The Project On Conditions Of School Learning And Instructional Strategies. Theoretical Paper No. 48.” Metadata:

• Title: ➤  ERIC ED099793: Memory As A Constructive Process; Report From The Project On Conditions Of School Learning And Instructional Strategies. Theoretical Paper No. 48.
• Author: ERIC
• Language: English

“ERIC ED099793: Memory As A Constructive Process; Report From The Project On Conditions Of School Learning And Instructional Strategies. Theoretical Paper No. 48.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Cognitive Processes - Communication (Thought Transfer) - Information Theory - Learning Processes - Literature Reviews - Memory - Models - Recall (Psychology) - Retention (Psychology) - Kerst, Stephen M.

Edition Identifiers:

• Internet Archive ID: ERIC_ED099793

“ERIC ED155685: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1977 (Vol. 38 Nos. 4 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Use Of Word Information Cues By Beginning Readers; The Relationship Between Problem Solving And Oral Reading Strategies; The Ease With Which Children Learn Different Logographic Systems; The Effects Of Adjunct Questions, Humor, And Various Learning Modes On Learning And Retention; Conceptual Tempo And Oral Reading Performance; The Relationship Of Deep Structure Recovery To Reading Comprehension; Children's Ability To Make Inferences From Written And Oral Material; The Contributions Of Inference And Discrimination Processes To False Recognition Of Sentences; Initial Consonant Phoneme-grapheme Correspondence Errors; Effects Of Different Error Types And Of Method Of Presentation Of Material On Comprehension; The Relation Between Syntactic Form And Familarity Of Content To Reading Comprehension; Readers' Perceptions Of The Reading Process And Of Their Own Reading Strategies; Relationships Between Quality Of Oral Reading Errors And Oral Syntactic Development; Readers' Use Of Contextual Clues; And Subvocalization During The Silent Reading Process. (GW)” Metadata:

• Title: ➤  ERIC ED155685: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1977 (Vol. 38 Nos. 4 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Use Of Word Information Cues By Beginning Readers; The Relationship Between Problem Solving And Oral Reading Strategies; The Ease With Which Children Learn Different Logographic Systems; The Effects Of Adjunct Questions, Humor, And Various Learning Modes On Learning And Retention; Conceptual Tempo And Oral Reading Performance; The Relationship Of Deep Structure Recovery To Reading Comprehension; Children's Ability To Make Inferences From Written And Oral Material; The Contributions Of Inference And Discrimination Processes To False Recognition Of Sentences; Initial Consonant Phoneme-grapheme Correspondence Errors; Effects Of Different Error Types And Of Method Of Presentation Of Material On Comprehension; The Relation Between Syntactic Form And Familarity Of Content To Reading Comprehension; Readers' Perceptions Of The Reading Process And Of Their Own Reading Strategies; Relationships Between Quality Of Oral Reading Errors And Oral Syntactic Development; Readers' Use Of Contextual Clues; And Subvocalization During The Silent Reading Process. (GW)
• Author: ERIC
• Language: English

“ERIC ED155685: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1977 (Vol. 38 Nos. 4 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Use Of Word Information Cues By Beginning Readers; The Relationship Between Problem Solving And Oral Reading Strategies; The Ease With Which Children Learn Different Logographic Systems; The Effects Of Adjunct Questions, Humor, And Various Learning Modes On Learning And Retention; Conceptual Tempo And Oral Reading Performance; The Relationship Of Deep Structure Recovery To Reading Comprehension; Children's Ability To Make Inferences From Written And Oral Material; The Contributions Of Inference And Discrimination Processes To False Recognition Of Sentences; Initial Consonant Phoneme-grapheme Correspondence Errors; Effects Of Different Error Types And Of Method Of Presentation Of Material On Comprehension; The Relation Between Syntactic Form And Familarity Of Content To Reading Comprehension; Readers' Perceptions Of The Reading Process And Of Their Own Reading Strategies; Relationships Between Quality Of Oral Reading Errors And Oral Syntactic Development; Readers' Use Of Contextual Clues; And Subvocalization During The Silent Reading Process. (GW)” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Adults - Annotated Bibliographies - Cognitive Processes - Conceptual Tempo - Context Clues - Deep Structure - Doctoral Dissertations - Elementary Secondary Education - Error Patterns - Higher Education - Humor - Language Acquisition - Learning Processes - Oral Reading - Problem Solving - Reading Comprehension - Reading Research - Reading Skills - Retention (Psychology) - Silent Reading - Word Recognition

Edition Identifiers:

• Internet Archive ID: ERIC_ED155685

“ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)” Metadata:

• Title: ➤  ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)
• Author: ERIC
• Language: English

“ERIC ED158232: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International, January Through March 1978 (Vol. 38 Nos. 7 Through 9). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 20 Titles Deal With A Variety Of Topics, Including The Following: Semantic Constructivity In Children's Comprehension; Text-based Inferences Generated By Children In Reading Written Discourse; A Review Of Reading Comprehension Research; The Psycholinguistic Processes Of Beginning Readers; The Relationship Between Discourse Structures And Critical Reading; Information Processing And Retrieval Of Adult College Students; The Effects Of Anaphoric References, Typographically Modified Organizers, And Oral Prequestioning On Reading Comprehension; Word Analysis Strategies For Reading; The Effect Of Question Order On Reading Achievement; Sentence Characteristics That Influence The Comprehensibility Of Text; The Effect Of Chunking On The Recall Of Written Discourse; Types Of Information Addition In The Psycholinguistic Process Of Reading; The Relationship Of Knowledge Of Given Information To Reading Comprehension; Prose Learning As A Function Of Adjunct Questions And Individual Differences; And The Relationship Of Language Cues Used In Silent Reading To The Semantic And Syntactic Cues Revealed In Oral Reading Miscues. (GW)” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Adults - Advance Organizers - Annotated Bibliographies - Beginning Reading - Cognitive Processes - Critical Reading - Doctoral Dissertations - Elementary Secondary Education - Information Processing - Literature Reviews - Memory - Miscue Analysis - Oral Reading - Psycholinguistics - Reading Achievement - Reading Comprehension - Reading Processes - Reading Research - Recall (Psychology) - Sentence Structure - Silent Reading

Edition Identifiers:

• Internet Archive ID: ERIC_ED158232