| This study was intended to extend the knowledge map research of Dansereau and associates with respect to (a) using maps as supplements to text, (b) using maps as substitutes for text, and (c) using maps as quick overview instruments. A second objective was to determine the effect of providing a comprehensive learning strategy (MURDER) for use with knowledge maps.; One hundred and forty-three undergraduate students in psychology classes at Texas Christian University participated in the study. Each was randomly assigned to one of six strategy/ format groups: (a) MURDER/ map; (b) MURDER/ text; (c) own (post)/ map; (d) own (post)/ text; (e) own (ad lib)/ map; and (f) own (ad Lib)/ text. The study proceeded through five phases: (a) training, (b) overview, (c) map or text supplement plus main passage, (d) stand-alone map or text, (e) testing (free recall, short answer, multiple choice). Assessments were also made with respect to verbal ability, prior knowledge, and post-study satisfaction with strategy and format.; Results indicated that both the learning strategy and maps were effective for low verbal ability subjects, but yielded poor results for subjects of high verbal ability levels. One possible reason for this effect may be competition: the unfamiliar maps and strategy may compete with already successful text study strategies used by the higher ability subject. Lower ability subjects may have more poorly developed study strategies and thus might be initially more motivated and amenable to a new strategy/ format.; Results also indicated that map users gained more from a quick preview of information than did those who previewed with text, although map users were somewhat more pessimistic about future study of the material previewed.; Future efforts should be directed (a) toward obtaining a better understanding of how subjects are actually processing either text or map information, and (b) toward research that focuses on strategy and map use over extended periods of time. |
