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Caption it! The impact of headings on learning from texts

Prinz-Weiß, Anja 1; König, Aline
1 Karlsruher Institut für Technologie (KIT)

Abstract:

When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these processes. The results revealed that headings supported learners in comprehending the texts as well as in accurately judging their comprehension. The effects of headings on memory and judgment accuracy concerning memory were not significant. Moreover, headings affected learners' cognitive load. This study indicates the usefulness of including headings in texts to support learners' self-regulated learning from texts.


Verlagsausgabe §
DOI: 10.5445/IR/1000164494
Veröffentlicht am 17.11.2023
Cover der Publikation
Zugehörige Institution(en) am KIT Karlsruher Institut für Technologie (KIT)
Publikationstyp Zeitschriftenaufsatz
Publikationsmonat/-jahr 07.2023
Sprache Englisch
Identifikator ISSN: 0888-4080, 1099-0720
KITopen-ID: 1000164494
Erschienen in Applied Cognitive Psychology
Verlag John Wiley and Sons
Band 37
Heft 4
Seiten 804–813
Vorab online veröffentlicht am 12.05.2023
Nachgewiesen in Dimensions
Web of Science
Scopus
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