Article Instance

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{
    "pk": 25909,
    "title": "Using Advance Organizers to Improve Learning from Video",
    "subtitle": null,
    "abstract": "The use of video for instructional purposes has exploded online, but little is known about how people interact with\nvideo differently than other instructional materials and how much they learn from those lessons. Kintsch’s (1994) model of\ntext comprehension provides a productive model for studying how students build a semantic representation of materials that\nunfold over time but have an overarching conceptual structure. The current study seeks to replicate an earlier finding from the\ntext comprehension literature (Mannes & Kintsch, 1987) that providing students with an informational outline before reading\ntext can improve recall of the text and/or transfer of ideas in the texts to new contexts, depending on the structural relationship\nof the outline to the text itself (consistent or inconsistent structure). This study was replicated using instructional videos rather\nthan texts. Results will be discussed with respect to Mannes and Kintsch’s original study.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6rw9f9pt",
    "frozenauthors": [
        {
            "first_name": "Emma",
            "middle_name": "",
            "last_name": "Geller",
            "name_suffix": "",
            "institution": "UCLA",
            "department": ""
        },
        {
            "first_name": "James",
            "middle_name": "",
            "last_name": "Stigler",
            "name_suffix": "",
            "institution": "UCLA",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25909/galley/15533/download/"
        }
    ]
}