Ernest T Goetz
Biographic Data
| ID | 1617559 |
|---|---|
| NAME | Ernest T Goetz |
| GIVEN NAMES | Ernest T |
| FAMILY NAME | Goetz |
| SIGNATURE | GOETZ E T |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Variance
Variability is one of the key characteristics of a set of scores. Measures of variability are used to provide an indication of the extent to which the characteristics of people (e.g., income, education), events (e.g., attendance at concerts), or things (e.g., capacity of concert venues) differ from one another. Of the statistical indices of variability (e.g., range, semi‐interquartile range), the variance and standard deviation are the only ones …
Variables, Dependent
Research involves the identification and description of characteristics of organisms, objects, events, and locations. When these characteristics can take on different values (e.g., when they differ between people or from one time to another for the same person), they are referred to as variables . The variables involved in any particular research study are determined by the interests and intentions of the researcher. Much research focuses on the …
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
Measures of Centrality
Measures of centrality (or central tendency) are statistical indices of the “typical” or “average” score. They constitute one of three key characteristics of a set of scores: center , shape , and spread . Three measures of centrality are used in social science: mode, median, and mean
The Perils of Seduction Revisited
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers
Yeu Hong Kim, Ernest T. Goetz, Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers: A Test of the Interactive-Compensatory Hypothesis, Reading Research Quarterly, Vol. 29, No. 2 (Apr. - May - Jun., 1994), pp. 178-188
Imagery and emotional response in reading literary text
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
Infering from text
Two studies are reported in which the importance of an event in a story was systematically varied to test whether this would affect the likelihood that inferences about the event would be made. Eight versions of each of six 500‐word stories, identical except for the sections varied in order to manipulate the importance of the event and the salience of material which cued the target inference, shared the same target inference. Importance was varie…
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
Frameworks for Comprehending Discourse
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s back…
Frameworks for Comprehending Discourse
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s back…
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
Infering from text
Two studies are reported in which the importance of an event in a story was systematically varied to test whether this would affect the likelihood that inferences about the event would be made. Eight versions of each of six 500‐word stories, identical except for the sections varied in order to manipulate the importance of the event and the salience of material which cued the target inference, shared the same target inference. Importance was varie…
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Imagery and emotional response in reading literary text
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers
Yeu Hong Kim, Ernest T. Goetz, Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers: A Test of the Interactive-Compensatory Hypothesis, Reading Research Quarterly, Vol. 29, No. 2 (Apr. - May - Jun., 1994), pp. 178-188
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Frameworks for Comprehending Discourse
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s back…
Infering from text
Two studies are reported in which the importance of an event in a story was systematically varied to test whether this would affect the likelihood that inferences about the event would be made. Eight versions of each of six 500‐word stories, identical except for the sections varied in order to manipulate the importance of the event and the salience of material which cued the target inference, shared the same target inference. Importance was varie…
An investigation of lookbacks during studying∗
Looking back at relevant sections of previously read text is proposed as a useful fixup strategy when comprehension fails while studying text. Subjects read 24 pages of text and answered inserted questions which assessed their comprehension of the text frequently. About half of the subjects were branched back to reread prerequisite information when it was later needed but not fully understood by the subjects. Subjects receiving lookbacks showed b…
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Imagery and emotional response in reading literary text
Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers
Yeu Hong Kim, Ernest T. Goetz, Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers: A Test of the Interactive-Compensatory Hypothesis, Reading Research Quarterly, Vol. 29, No. 2 (Apr. - May - Jun., 1994), pp. 178-188
The Perils of Seduction Revisited
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
Measures of Centrality
Measures of centrality (or central tendency) are statistical indices of the “typical” or “average” score. They constitute one of three key characteristics of a set of scores: center , shape , and spread . Three measures of centrality are used in social science: mode, median, and mean
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
Variance
Variability is one of the key characteristics of a set of scores. Measures of variability are used to provide an indication of the extent to which the characteristics of people (e.g., income, education), events (e.g., attendance at concerts), or things (e.g., capacity of concert venues) differ from one another. Of the statistical indices of variability (e.g., range, semi‐interquartile range), the variance and standard deviation are the only ones …
Variables, Dependent
Research involves the identification and description of characteristics of organisms, objects, events, and locations. When these characteristics can take on different values (e.g., when they differ between people or from one time to another for the same person), they are referred to as variables . The variables involved in any particular research study are determined by the interests and intentions of the researcher. Much research focuses on the …
Psychology (13 works) · Cognitive psychology (9 works) · Linguistics (8 works) · Philosophy (7 works) · Computer Science (6 works) · Reading and Literacy Development (5 works) · Mathematics (3 works) · Mathematics education (3 works) · Reading comprehension (3 works) · Statistics (3 works)