Procedure of Operationalizing Advance Organizers (POOAO) is a new procedure that can be utilized by researchers to construct effective advance organizers. The procedure is based mainly on the Ausubelian propositions related to advance organizers and on empirical findings of advance organizer research. The eight steps involved in the procedure are…

One hundred forty-three students enrolled in an undergraduate chemistry class were rank ordered by their performance on a test of organizing ability. The median break technique was used to form two groups--good organizers (GO) and poor organizers (PO). Students within each of these groups were then randomly assigned to three treatments. Treatment…

Comparison of the differential text structure skills in reading and writing of elementary level learning disabled (N=42) and three groups of regular class students indicated significant differences between learning disabled students and their peers in the use of text structure in both reading and writing of expository prose. (Author/DB)

Asserts that older adults can profit from teaching techniques that address their unique abilities and needs, and that the learning performance of older adults can be improved by helping them to organize better the material to be learned. Presents practical suggestions on how advance organizers can be used to facilitate learning among older adults.…

Two experiments investigate whether advance organizers (1) help subjects with good reasoning skills compensate for poor memory or information overload; and (2) compensate for distractions. Findings suggest that the organizer technique does not help compensate for processing deficits related to information overload or distracting study conditions.…

Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)

Summarizes a study designed to ascertain the effects of advance organizers on learning from text, with the position of both "part" and "whole" organizers as a manipulated variable. The effect of intelligence and its interaction with the treatment was also studied. Ten references are listed. (Author/FM)

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

Using 40 university students, the author studied the effect of a summary on recall of a reading passage. Four conditions were compared: beginning summary on same page as main passage, beginning summary on separate page, end summary, and no summary. Subjects using end and separate page summaries demonstrated greater recall. (SJL)

Listed are six organizations that offer bar review courses, and the addresses of state bar examiners and other pertinent information (application filing, exam dates and locations, and fees and residency requirements) for taking examinations. Available Law Student Division, American Bar Association, 1155 E. 60th St., Chicago, IL 60637; $1.00. (MSE)

A case for theoretical development of advance organizers that aid in the learning and transmission of knowledge is presented. (MP)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Argues that the use of semantic webs (a means of organizing a subject visually) can help students focus on the social issues in their reading and discussions of literature. (Author/FL)

In experiment 1, 40 younger and 40 older adults used advance organizers with a 1500-word passage. Experiment 2 replicated the test with adults of limited verbal ability. Advance organizers were helpful only in restricted circumstances. They appeared to help those with limited ability to comprehend detail. (SK)

Examined advance organizer research to determine its implications for instructional designers planning learning activities and instructional media, particularly the relationship between the forms of advance organizer and media. Found few studies comparing forms of organizers or the relationship between forms or organizers and media, indicating a…