Electronic Theses and Dissertations

Identifier

1141

Date

2014

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Committee Chair

Philip Pavlik

Committee Member

Roger Kreuz

Committee Member

Mark Conley

Abstract

A large body of research has provided evidence that concept maps offer a greater benefit for learning compared to traditional text (e.g., Nesbit & Adesope, 2006). Reder and Anderson (1980) compared text summaries to full-length texts and found text summaries to be more beneficial for learning, suggesting that details and elaborations can hurt retention. The current research compared concept maps and text summaries in two experiments. In Experiment 1, participants studied a science topic from a concept map or text summary. Immediately following study, all participants completed a concept map posttest and text summary posttest where the arrangement of both posttests did not match study condition. In Experiment 2 another topic was added and posttest arrangement was not manipulated. The results from both experiments provide evidence in support of transfer-appropriate processing. Additionally, findings suggest that the benefits of studying a concept map may depend on the subject matter.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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