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The Psychological Construct of Encoding Specificity and Its Relationship to Designing Instruction and Tests.
Canelos, James; And Others – 1985
The effects of encoding specificity were evaluated for learners: (1) in a typical classroom group learning environment, (2) receiving an audiovisual presentation on an academic subject, and (3) in a group testing environment. Encoding specificity involves the interaction between the encoding phase of memory or the learning context, the stored…
Descriptors: College Freshmen, Cues, Encoding (Psychology), Higher Education
A Systematic Assessment of the Effect of Visual Testing of Visualized Instruction: A Justification for Instructional Congruency.
Dwyer, Francis M.; De Melo, Hermes – Journal of Visual/Verbal Languaging, 1984
This investigation evaluated performance of university students on visual and nonvisual versions of an achievement test. Two experimental designs assessed the effects and interactions between visual and nonvisual instructional modes, order of drawing test (before or after verbal/visual achievement test), and mode of drawing test (verbal cued or…
Descriptors: Academic Achievement, Evaluation Methods, Graphs, Higher Education
The Effect of Visualized Instruction and Varied Rehearsal and Evaluation Strategies (Verbal and Visual) in Facilitating Students' Long-Term Retention on Tests Measuring Different Instructional Objectives.
Dwyer, Francis M. – Journal of Visual/Verbal Languaging, 1985
This study investigated effects of rehearsal strategies and immediate test formats on delayed retention and effectiveness of visualization on material acquisition and retrieval. Findings indicate different rehearsal methods have different effects in facilitating delayed retention. Information acquisition is facilitated by visualization, although…
Descriptors: Behavioral Objectives, Criterion Referenced Tests, Epistemology, Higher Education