Using computers to study consistency of cognitive processing of instruction

摘要

This study examined the consistency of macroprocessing, or cognitive processing of instruction. A total of 118 students were randomly assigned to read two passages dealing with data processing and heart disease in one of three ways: with adjunct questions and required review, optional review, or without questions. Text was displayed on computers and students could use various macroprocessing options, such as review, taking notes, etc.… The results indicated that student voluntary use of macroprocessing options were highly variable and ineffective, yet paradoxically, strongly consistent across the different content domains. The implications of these findings for the study and training of macroprocesses, and for the investigation of individual differences in learning, are discussed.