Writing an Annotated Bibliography using 3 articles in APA format/style

Directions for the assignment:
For this assignment, you will review the journal articles you plan to cite in the Introduction of your final
research paper. You will need three (3) articles to discuss (for this assignment). Your articles must be
peer-reviewed articles. Remember your citations are the evidence for your research question/topic and
ultimately your hypothesis. Evidence is found in the result sections of journal article not the
introduction.
List of Instructions:
1. Select 3 relevant articles that you plan to cite in your introduction.
2. Provide the reference citation according to APA guidelines.
3. Provide summary on the article:
a. For each article, discuss only relevant information. If the method is not relevant, don't
discuss it. Most method is relevant, but details like the number of participants are not.
b. Identify variables. Be specific and clear
c. State the findings and the authors' conclusion. Be specific and clear.
d. If/when an article includes more than one experiment, discuss only those studies that
are relevant.
e. Discuss specifically how you will cite the article.
f. After discussing all three articles, summarize the findings/issues. What hypothesis(es) is
suggested by the studies as a whole?
The annotated bibliography will be graded with the following criteria in mind:
1. Is there a cover page and is it APA style?
2. Are the reference citations APA style?
3. Are the articles relevant to research question/topic?
4. Did you include all of the relevant material that is needed to understand how the reference will
be used?
5. Were your descriptions of the articles accurate?
6. Did you summarize the findings?
7. Did you discuss the hypothesis(es) suggested by the studies?
Due: Feb. 5, 2010

The title of the articles are 1) Manipulations of sensory information: A test of the hypothesis of redundancy of knowledge of results, 2) Verbal redundancy in multimedia learning: When reading helps listening, 3) End-point focus manipulations to determine what information is used during observational learning.

I have never written or hear of an Annotated Bibliography. How do I start the Annotated Bibliography? Is it suppose to be in paragraph or list it in like A) discuss the article, B) Identify variables, so forth?

Whenever you are not sure how to format something, google it. I googled this for you: annotated bibliography example

I found this owl.english.purdue.edu/owl/resource/614/02/
However, I want to point out that in some annotated bibs the writer describes each source in only about 100 words. It does not have to be as extensive as the examples on that page.

These vary so much that you really need an example from the teacher. Otherwise, the teacher needs to be okay with whatever style you choose. But you should give the publication info for a source, and then, below it, write a sentence that captures the main idea of that source. Then, elaborate with 2 more sentences. Then, evaluate it and reflect on its strengths or weaknesses.

I see that this is APA style, so google this:
apa style annotated bibliography example

:-)

could someone proofread it? it's in apa format.

Lane, C., Fischman, M., Hart, M., & Reeve, T. (2000). Manipulations of sensory information: A test of the hypothesis of redundancy of knowledge of results. Perceptual and Motor Skills, 91(3, Pt 2), 1106-1112. doi:10.2466/PMS.91.7.1106-1112.

This article is about lowering the size of information gathered from the senses that is shown in the task. The study presents if the size of information gathered from the senses is reduced and see if it would increase the understanding of the outcomes. The authors used an expected task that which shows the participant an average of 12 lights for a variable period of time. Then the participants were tested by having them recall the information at a later time. The conclusion is that it doesn't matter whether there is a varied or not size of information gathered from the senses because the performance of the task was good as long as the understanding of the outcomes is there. I would use these article to show that the participants learn better by having the results in front of them.

Moreno, R., & Mayer, R. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94(1), 156-163. doi:10.1037/0022- 0663.94.1.156.
This article discusses whether or not words on the screen would help in the learning environment when explaining. The studies use only speaking and/or speaking and shown words on screen. The authors did three experiments where each experiment had two images to compare or images with voices in order to see if the participants could retain more of the information. The conclusion is that speaking and/or speaking and showing the words on screen better help with understanding the material. I would use these article to show that the participants are able to retain information that is shown on the screen.

Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100-110. doi:10.1016/j.learninstruc.2009.02.011.

This article is about whether or not the material can be learned from writings or pictures. The study shows that when the participants watch the words on screen with spoken words, there was spent longer time looking at it then just reading the words on screen. The authors did two experiments wherein each experiment had either shown a video with varying speeds or the speed the participants wanted. When the participants viewed the video on fast or slow speed, it has shown that they keep an eye on the images whereas when viewing the video at their own pace it was shown that they took longer times reading. The conclusion is that words on screen with spoken words follows the writings that are on the screen. I would use these article to show that the participants pays more attention to what's on the screen then what is written.

That learning does not happen based on speed, but how they study or are presented learning materials. Showing materials on the screen helps the participants understand the material better since it's more interesting then just reading written words. When the participants are shown words and images on the screen, they can better grasp the concept faster rather then just listening to the speaker talking and figuring out how to spell unknown words.

Is this supposed to say "reducing the amount of information gathered by the senses during a task"...?

I would use this article to show that the participants learn better by having the results in front of them.

The 2nd one is very good!

This article is about whether or not the material can be learned from writings or pictures. ---- this sentence is unclear. Of course information can be learned. Does the word "better" belong in there somewhere?

The study shows that when the participants watch the words on screen with spoken words, they spend a longer time looking at it than they do when they are just reading the words on screen.

:-)

i was wondering, do i need to cite the article for these sentence, "Lowering the size of information gathered from the senses that is shown in the task where the participants use their hand and place over the "Bassin Anticipation Timer", with "16 red light-emitting diodes (LED)"."?

I don't think you really need the " " marks. Light-emitting diodes (LED) can be written just without quot marks, so you won't feel like you need to put the page number.

As for the "Bassin Anticipation Timer" (whatever that is!) even if it is a technical term that you want to put in " " marks, that is a different use of quotation marks than using them to quote somebody, so I think you do not need the page number. But why not just throw in a citation? When in doubt, throw in a citation.

:-)