Effects of the advance organizer with oral and written presentation on recall and inference of EMR adolescents.

The effectiveness of Ausubel's Advance Organizer was tested with 96 EMR adolescents in a 3 X 2 X 2 factorial design. Three types of introduction--Advance Organizer, traditional introduction, and no introduction--preceded a unit of instruction. Introduction and unit were presented orally or in written form. Two levels of learning outcomes, memorization and inference, were tested. Subjects were randomly assigned to six experimental conditions. Means and the results of a three-way analysis of variance indicated a facilitative effect under the written presentation, especially for high-level questions. A negative effect of the Advance Organizer occurred under the oral presentation.