Effects of Instructional Methods and Individual Differences on the Cognitive Processing of Instruction.

摘要

This research examined achievement treatment interaction (ATI) between individual differences and instructional methods on the cognitive processing (i.e., macroprocessing) of instruction. Individual differences in reading, prior knowledge, and anxiety were examined for three treatments (an adjunct postquestion with feedback group, a reading only adjunct postquestion group, and a reading only control group). The macroprocesses studied included previewing, reviewing, notetaking, and use of an alternate text. Multivariate regression analysis of the posttest scores revealed main effect for treatment, a main effect for anxiety on use of alternate text, and anxiety and prior knowledge interaction for both use of alternate text and use of headings, and an anxiety, prior knowledge, and treatment interaction for use of alternate text. These results are discussed in the framework of prescriptive learning strategies. Keywords: Cognitive processes, Individual differences, Instruction, Macroprocessor, Anxiety. (js)