View in EDS

Text Annotation: A Technique for Facilitating Knowledge Integration.

Saved in:

Bibliographic Details
Title:	Text Annotation: A Technique for Facilitating Knowledge Integration.
Language:	English
Authors:	Miller, James R., Hayes-Roth, Barbara, Rand Corp., Santa Monica, CA.
Availability:	The Rand Corporation, Santa Monica, California 90406 ($1.50)
Peer Reviewed:	N
Page Count:	22
Publication Date:	1977
Document Type:	Reports - Research
Descriptors:	Cognitive Processes, Comprehension, Higher Education, Learning Processes, Memory, Psychological Studies, Reading Research, Retention (Psychology)
Abstract:	Thirty-six undergraduate students participated in a two-hour experiment that measured the effect of fact and inference text annotation on the integration of information. The subjects were asked to read four pairs of meaningful stories, each of which contained four pairs of related facts about a mythical country. The texts of the experimental group included two methods of facilitating inference verification: fact annotation which repeated the premises that occurred in the first text as footnotes to the appropriate premises in the second text, and fact-and-inference annotation which specified the appropriate inference as well as repeated the fact annotation. After a self-paced reading of the materials, subjects were tested for the immediate recognition of the sentences they had just read; twenty minutes later they were tested for inference and syllogism judgments. While both annotation methods improved the inference verification of the experimental group over that of the control group, fact annotation resulted in better overall performance. Fact-and-inference annotation produced incorrect inferences and limited the generation of inferences to those specified by the annotations. (MAI)
Entry Date:	1979
Accession Number:	ED161086
Database:	ERIC

Description
Abstract:	Thirty-six undergraduate students participated in a two-hour experiment that measured the effect of fact and inference text annotation on the integration of information. The subjects were asked to read four pairs of meaningful stories, each of which contained four pairs of related facts about a mythical country. The texts of the experimental group included two methods of facilitating inference verification: fact annotation which repeated the premises that occurred in the first text as footnotes to the appropriate premises in the second text, and fact-and-inference annotation which specified the appropriate inference as well as repeated the fact annotation. After a self-paced reading of the materials, subjects were tested for the immediate recognition of the sentences they had just read; twenty minutes later they were tested for inference and syllogism judgments. While both annotation methods improved the inference verification of the experimental group over that of the control group, fact annotation resulted in better overall performance. Fact-and-inference annotation produced incorrect inferences and limited the generation of inferences to those specified by the annotations. (MAI)