Your efficiency in reading journal articles can be increased if you understand what information is presented in each section of the article.

Read the following excerpts from journal articles and indicate which section of the article they come from. The excerpts come from journal articles from a wide variety of disciplines; several of the excerpts may be from the same journal article section.

The results for high element interactivity question scores indicated a possible difference favouring the isolated-interacting elements instruction group, F(1,16) = 3.18, MSe = 26.42, p = 0.09. The test phases main effect indicated a significant difference, F(1,16) = 31.03, MSe = 1.81, demonstrating an improvement over time. A significant interaction was displayed between the factors, F(1,16) = 11.17, MSe = 1.81. Tests of simple effects were used to explore the interaction. No difference was found between the instructional conditions at phase 1, t(16) = 0.936. At phase 2, a significant difference was indicated between the groups, t (16) = 2.43, with the isolated-interacting elements group performing at a superior level.

From: Pollock, E., Chandler, P. & Sweller, J. (in press) Assimilating complex information. Learning and Instruction.