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Testing with Feedback Yields Potent, but Piecewise, Learning of History and Biology Facts
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Pan, Steven C.; Gopal, Arpita; Rickard, Timothy C. – Journal of Educational Psychology, 2016
Does correctly answering a test question about a multiterm fact enhance memory for the entire fact? We explored that issue in 4 experiments. Subjects first studied Advanced Placement History or Biology facts. Half of those facts were then restudied, whereas the remainder were tested using "5 W" (i.e., "who, what, when, where",…
Descriptors: Undergraduate Students, Testing, Test Items, Memory
Understanding, Information Processing, and Learning from Prose Materials
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Carver, Ronald P. – Journal of Educational Psychology, 1973
Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)
Descriptors: Cloze Procedure, Connected Discourse, Data Analysis, Information Processing
Memory for Lectures: Effect of Delay and Distractor Type.
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Goolkasian, Paula; And Others – Journal of Educational Psychology, 1979
Recognition memory for sentences from a classroom lecture was tested as a function of lecture instructions, length of retention interval, and item type. With immediate testing, subjects differentiated original sentences from reworded and inferential statements similar in meaning. Only inferences were recognized as not having been presented after…
Descriptors: Higher Education, Lecture Method, Memory, Objective Tests
Effects of Note Taking and Rate of Presentation on Short-Term Objective Test Performance
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Peters, Donald L. – Journal of Educational Psychology, 1972
Results suggest that, in general, low scorers on the aptitude measures (low-efficiency listeners) performed better when the material was presented at a normal rate or read and when not required to take notes. (Author/MB)
Descriptors: Data Analysis, Interaction Process Analysis, Listening Comprehension, Measurement Techniques
Race Differences on Nonverbal Analogy Test Performance as a Function of Verbal Strategy Training
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Bridgeman, Brent; Buttram, Joan – Journal of Educational Psychology, 1975
Results suggest that a significant proportion of observed race differences on some performance tasks may be attributable to a failure of many blacks to use spontaneously an efficient verbal strategy rather than a genetic reasoning deficit. (Author/DEP)
Descriptors: Black Students, Comparative Analysis, Memory, Objective Tests
Level I--Level II Abilities as They Affect Performance of Three Races in the College Classroom
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Longstreth, Langdon E. – Journal of Educational Psychology, 1978
The hypothesis that multiple-choice exams load higher on Level II ability than on Level I ability was confirmed by correlating multiple choice tests with the Cognitive Abilities Test Nonverbal Battery, the forward digit span test, and essay measures. Differences in scores among Asian, black, white, and Mexican American students are discussed in…
Descriptors: Academic Achievement, Cognitive Ability, Difficulty Level, Essay Tests
Congruency of Student Evaluation Information Collected by Three Methods.
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Ory, John C.; And Others – Journal of Educational Psychology, 1980
The study investigated the structural corroboration of instructional evaluation information collected from one source (students) by three different methods: responses to objective questionnaire items, written comments to open-ended questions, and group interview results. The three types of information presented a similar general impression of…
Descriptors: Course Evaluation, Data Collection, Evaluation Methods, Higher Education
Student Locus of Control and Response to Expectations About Self and Teacher.
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Feldman, Robert S.; And Others – Journal of Educational Psychology, 1983
Undergraduate subjects with either an internal or external locus of control were used to investigate the relationship between locus of control and responsiveness to expectations regarding their own and their teacher's competence. As predicted, internal subjects were more receptive to the expectation regarding self than external subjects.…
Descriptors: Competence, Expectation, Higher Education, Locus of Control