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Bilingual knowledge-maps (BiK-MAPS):...

Bahr, Gisela Susanne.

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Bilingual knowledge-maps (BiK-MAPS): Presentation format and study strategy effects.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bilingual knowledge-maps (BiK-MAPS): Presentation format and study strategy effects./
作者:	Bahr, Gisela Susanne.
面頁冊數:	70 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: B, page: 6124.
Contained By:	Dissertation Abstracts International63-12B.
標題:	Psychology, Experimental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073915
ISBN:	0493935037

Bilingual knowledge-maps (BiK-MAPS): Presentation format and study strategy effects.
Bahr, Gisela Susanne.

Bilingual knowledge-maps (BiK-MAPS): Presentation format and study strategy effects. - 70 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: B, page: 6124.

Thesis (Ph.D.)--Texas Christian University, 2002.

The current study investigated the use of bilingual graphic organizers [bilingual knowledge maps (BiK-maps)] as a presentation format (Experiment 1) and as a study strategy (Experiment 2) for the acquisition of foreign language vocabulary. Participants in both experiments were students from a private, southwestern university who were recruited from undergraduate classes. In Experiment 1, 82 participants were randomly assigned to one of four conditions for the task of studying 32 German-English word-pairs. Each condition was either trained on BiK-maps or lists, and, studied either BiK-maps or lists. Recall measures, and processing inventories assessing recall strategies and behavioral intentions were collected after a two day delay and revealed the following effects. BiK-map students recalled more word-pairs, more additional English words and more cued English translations than list students. BiK-map students also reported significantly greater use of breadth-based recall strategies, involving imagic, conceptual, and semantic cues. Furthermore, BiK-trained students regardless of study format, expressed less intent to engage in rote-based strategies when studying vocabulary in the future, and, greater intent to use theme-centered and image processing during general textbook study. The results of Experiment I give more weight to prior research which indicated that BiK-map study enhanced the recall of foreign language vocabulary.

ISBN: 0493935037Subjects--Topical Terms:

517106
Psychology, Experimental.

Bilingual knowledge-maps (BiK-MAPS): Presentation format and study strategy effects.
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500 $a Adviser: Donald F. Dansereau.
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520 $a The current study investigated the use of bilingual graphic organizers [bilingual knowledge maps (BiK-maps)] as a presentation format (Experiment 1) and as a study strategy (Experiment 2) for the acquisition of foreign language vocabulary. Participants in both experiments were students from a private, southwestern university who were recruited from undergraduate classes. In Experiment 1, 82 participants were randomly assigned to one of four conditions for the task of studying 32 German-English word-pairs. Each condition was either trained on BiK-maps or lists, and, studied either BiK-maps or lists. Recall measures, and processing inventories assessing recall strategies and behavioral intentions were collected after a two day delay and revealed the following effects. BiK-map students recalled more word-pairs, more additional English words and more cued English translations than list students. BiK-map students also reported significantly greater use of breadth-based recall strategies, involving imagic, conceptual, and semantic cues. Furthermore, BiK-trained students regardless of study format, expressed less intent to engage in rote-based strategies when studying vocabulary in the future, and, greater intent to use theme-centered and image processing during general textbook study. The results of Experiment I give more weight to prior research which indicated that BiK-map study enhanced the recall of foreign language vocabulary.
520 $a In Experiment 2, 38 participants were randomly assigned to one of two conditions, either, the BiK-strategy group who was trained on BiK-maps and created BiK-maps from a list of word-pairs during study, or, the control group who was trained on word-pair lists and took notes in their preferred style during study. Results indicated that BiK-strategists recalled more additional English words during free recall. No other differences were observed.
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