Peleg Z R, Moore R F
Am J Ment Defic. 1982 May;86(6):621-6.
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.
在一项3×2×2析因设计中，对96名患有情绪和行为障碍（EMR）的青少年测试了奥苏贝尔先行组织者的有效性。在一个教学单元之前有三种导入类型——先行组织者、传统导入和无导入。导入和教学单元以口头或书面形式呈现。测试了两种学习成果水平，即记忆和推理。受试者被随机分配到六个实验条件中。均值和三因素方差分析结果表明，在书面呈现方式下有促进作用，尤其是对于高级问题。在口头呈现方式下，先行组织者产生了负面影响。
