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Aiken, Edwin G.; And Others – Journal of Educational Psychology, 1975
Examines the retention of a lecture by college students. Emphasis is on note taking procedures, information density and speech rate. Retention was measured 48 hours after lecture and was found to be superior when note taking was separated from listening and speech was at normal rate. (Author/DEP)
Descriptors: Attention Span, College Students, Lecture Method, Listening Comprehension
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Royer, Paula Nassif – Journal of Educational Psychology, 1977
Subjects received either specific or general objectives before or after the four sections of the audiotaped lecture. A control group received no objectives. Results on the use of objectives with written text showed that the before position increased intentional learning more than the after position. Incidental learning was significantly higher…
Descriptors: Audiotape Recordings, College Students, Educational Objectives, Incidental Learning
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Einstein, Gilles O.; And Others – Journal of Educational Psychology, 1985
Two experiments were performed to examine the encoding function of note taking and processing differences between successful and less successful college students in lecture situations. Memory differences between these two student groups were interpreted as the result of factors occuring during note taking. Successful students engaged in greater…
Descriptors: College Students, Comparative Analysis, Encoding (Psychology), High Achievement
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Ting, Kwok-fai – Journal of Educational Psychology, 2000
Study analyzes three dimensions of teaching quality perceived by Chinese students in Hong Kong, China: satisfaction with lecturing; satisfaction with course-design; and a self-rated measure of effort devoted to studying. Results reveal that the strongest effect on course ratings came from students' judgment of aspects of course design and…
Descriptors: Class Activities, College Students, Course Organization, Foreign Countries