Effects of organizational signals on text-processing strategies

Two hypotheses about how organizational signals influence text recall were tested: (a) that signals cause readers to change their text-processing strategies and (b) that signals facilitate readers' attempts to encode topic structure information but do not cause a shift in strategies. College students read and recalled a text that contained either no signals or contained headings, overviews, or summaries emphasizing the text's topic structure. At recall, students either received no cues or were reminded of the text's topics. Providing cues facilitated recall much more in the 3 conditions involving signaling than in the no-signals condition. The results are consistent with the hypothesis that organizational signals induce readers to change their text-processing strategies.