Comprehending Procedural Instructions: The Influence of Comprehension Monitoring Strategies and Instructional Materials.
Technical rept. 1 Jun-15 Sep 83,
NEW YORK STATE COLL OF AGRICULTURE AND LIFE SCIENCES ITHACA DEPT OF EDUCATION
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The two goals of this investigation were to 1 examine the comprehension monitoring strategies adults employ when trying to comprehend procedural instructions, and 2 determine how comprehension may be affected by varying such instructions. College students using instructions that consisted of either text alone, illustrations alone, or a combination of the two, were videotaped individually as they attempted to assemble a toy loading cart. In addition to differences in the mode of presentation, the instructions were also varied so that half of the students received directions that contained explicit operational or how to information while the other half received directions that contained more general information. The videotaped performance were then coded according to a taxonomy of comprehension monitoring strategies. The results showed that several of these strategies were related to comprehension as measured by the speed and accuracy of performance. The findings also indicated that, regardless of the mode of presentation i.e., pictures, text, or a combination of the two, students using instructions that contained explicit operational information made fewer uncorrected errors than those using more general instructions. Suggestions, based on these results, are offered for the design and use of procedural instructions. Author
- Humanities and History