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Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs

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Title: Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs
Language: English
Authors: Yue, Carole L., Storm, Benjamin C., Kornell, Nate
Source: Educational Psychology Review. Mar 2015 27(1):69-78.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Metacognition, Student Attitudes, Study Habits, Learning Strategies, Visual Aids, Reading Processes, Tests, Educational Benefits
DOI: 10.1007/s10648-014-9277-z
ISSN: 1040-726X
Abstract: Use of highlighting is a prevalent study strategy among students, but evidence regarding its benefit for learning is mixed. We examined highlighting in relation to distributed study and students' attitudes about highlighting as a study strategy. Participants read a text passage twice while highlighting or not, with their readings either distributed or massed, and followed by a week-delayed test. An overall benefit of highlighting occurred, with highlighting being especially beneficial with massed readings of the passages. Importantly, highlighting did not impair knowledge of non-highlighted information. Interestingly, those students reporting that they did not think highlighting was beneficial or were unsure about its benefits actually benefitted more from highlighting than did students who were pro-highlighting. Overall, our results indicate that under some conditions, highlighting can be a beneficial study strategy for learning and argue for students being trained in how to optimize the potential benefits of their highlighting behavior.
Abstractor: As Provided
Number of References: 36
Entry Date: 2015
Accession Number: EJ1051053
Database: ERIC
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  Data: Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Yue%2C+Carole+L%2E%22">Yue, Carole L.</searchLink><br /><searchLink fieldCode="AR" term="%22Storm%2C+Benjamin+C%2E%22">Storm, Benjamin C.</searchLink><br /><searchLink fieldCode="AR" term="%22Kornell%2C+Nate%22">Kornell, Nate</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+Review%22"><i>Educational Psychology Review</i></searchLink>. Mar 2015 27(1):69-78.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Use of highlighting is a prevalent study strategy among students, but evidence regarding its benefit for learning is mixed. We examined highlighting in relation to distributed study and students' attitudes about highlighting as a study strategy. Participants read a text passage twice while highlighting or not, with their readings either distributed or massed, and followed by a week-delayed test. An overall benefit of highlighting occurred, with highlighting being especially beneficial with massed readings of the passages. Importantly, highlighting did not impair knowledge of non-highlighted information. Interestingly, those students reporting that they did not think highlighting was beneficial or were unsure about its benefits actually benefitted more from highlighting than did students who were pro-highlighting. Overall, our results indicate that under some conditions, highlighting can be a beneficial study strategy for learning and argue for students being trained in how to optimize the potential benefits of their highlighting behavior.
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  Data: 2015
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