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Peer reviewedRickards, John P.; DiVesta, Francis J. – Journal of Educational Psychology, 1974
Based on a comparison between two types of questions reflecting a distinction among various levels of learning--verbatim or rote and high order or meaningful--it is hypothesized that meaningful learning postquestions would facilitate retention more than rote-learning postquestions. (RC)
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Learning
Download full textAnderson, Dennis L.; Byers, Joe L. – 1971
Retroactive interference (RI) in prose learning was investigated in an experiment where passages were constructed on the basis of a predetermined logical structure. This structure made it possible to operationally define similarity and assess the effects of RI for inferential information as well as that stated directly in the original passage.…
Descriptors: College Students, Connected Discourse, Educational Research, Learning
