This study investigated the effects on comprehension of (a) two different reading treatments (text provided summary and learner generated summary), (b) two different cognitive styles (field independent and field dependent) and, (c) two levels of the post-hoc variable summary quality (subject generated good summaries and poor summaries) The study also investigated the interaction between (a) the reading treatment variable and the cognitive style variable, and (b) the summary quality variable and the cognitive style variable. / The subjects were 79 undergraduates at Florida State University who were blocked on the field independence-dependence trait, randomly assigned to the four treatment conditions, and administered a 26 item comprehension test. / The analysis of the data indicated no significant main effects for (a) text provided summary versus learner generated summary, and (b) field independents versus field dependents. Nor did the analysis of the data indicate a significant interaction between (a) the reading treatment and cognitive style variables, or (b) the summary quality and cognitive style variables. However, the analysis of the data did indicate a significant main effect for (a) the good summarizers versus the poor summarizers, (b) the good summarizers versus subjects in the text provided group, and (c) the poor summarizers versus the subjects in the text provided group. / Source: Dissertation Abstracts International, Volume: 50-05, Section: A, page: 1258. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78005 |
| Contributors | Sanyal, Deepa., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 151 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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