 - The most direct experiment to test effects of headings on free recall would be giving the participants free recall tasks on the overall text
- This is because when asking participants to free recall, it would require them to search their memories systematically so that we could examine the effects of headings on organization of information directly

The most direct experiment to test effect of headings on memory

- Dee-Lucas & DiVesta, 1980; 
- Loman & Mayer, 1983; 
- Lorch & Lorch, 1985, 1995, 1996a, 1996b; 
- Lorch, Lorch, & Inman, 1993; 
- Meyer, Brandt, & Bluth, 1980; 
- Meyer & Rice, 1982

Experiments suggesting that headings would result in a better recall of expository text 

Headings, by providing the organization of subsections, could connect different topics together to improve comprehension and free recall

University of Michigan - Ann Arbor

  Common Characteristics of headings
- headings separate subsections of text
- distinguished from the text by using different typeface and placement
- are always placed before the chunk of text it clarifies
- the relation between headings and the subsections could be strong or weak
- could indicate organization and placement of subsections 
  
  Headings could be
- a single word
- a short phrase of the main topic 
- a question about the theme


Characteristics of Headings

Lorch, R. F. (1989). Text-signaling devices and their effects on reading and memory processes. Educational psychology review, 1(3), 209-234.

Text-signaling devices and their effects on reading and memory processes

Headings can improve readers’ memory of the text

Since headers can visually divide the text, readers can find certain information in the text with headings faster

Headings can help readers locate information faster

The author speculates that headings could serve as an overview of the text thus improving comprehension

Headings can improve comprehension

Readers may be more focused on sentences that are related to the headings than those that are not

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