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Peer reviewedHanley, Gerard L.; Collins, Vicki L. – Journal of Educational Psychology, 1989
The accuracy and relations between 38 undergraduates' knowledge of content and origin of course information were examined. Results indicate a relationship between correct answers on a multiple-choice test and knowledge concerning the origin of information pertinent to the answers. Findings are discussed in terms of a reality-monitoring model. (TJH)
Descriptors: Course Content, Evaluative Thinking, Higher Education, Information Sources
