Mapping and Programming Textual Materials

Abstract

Two methods of structuring textual material, information mapping and programmed instruction, were compared on the basis of their ability to facilitate recall and subsequent retrieval of information. Both methods produced very significant gain scores; however, no differential effects occurred. Retrieval of information from the text, a task independent of recall behaviour and based upon different textual search strategies, benefited significantly from the structural characteristics of the mapping technique. A conceptual basis for the issue being studied was suggested: a comparison of systematically inserted adjunct questions and explicit content structuring for eliciting mathemagenic activities. Suggestions of appropriate literatures such as structural linguistics are somewhat conjectural because of the absence of any research base for mapping.