Psychological Development and Education ›› 2005, Vol. 21 ›› Issue (3): 74-77.

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The Effects of Learner-Generated Diagrams on Understanding and Application of Dynamic Knowledge in Explanatory Text

LIU Ru-de, MUO Shu, SHU Hua   

  1. College of Psychology, Beijing Normal University, Beijing 100875
  • Online:2005-07-15 Published:2005-07-15

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Abstract: One hundred and twelve college students were divided into four groups according to two pairs of conditions (learne-rgenerated diagrams vs.learner-generated summaries;while reading text vs.while answering questions). They were asked to read two explanatory texts both about dynamic knowledge but different in the levels of difficulty, and then answer some multiple-choice questions related to understanding and application of the knowledge in the text.The results showed that the learner-generated diagrams while reading can significantly facilitate the understanding to the more difficult text than the less difficult text;the learner-generated diagrams while answering questions can significantly facilitate the application to the less difficult text than the more dif icult text;there are no significant interactions between the two kinds of learner-generated diagrams both in understanding and application.

Key words: learne-rgenerated diagram, dynamic knowledge, understanding, application

CLC Number: 

  • G442
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