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Peer reviewedDuchastel, Philippe C. – Contemporary Educational Psychology, 1981
Taking a test on a passage one has just studied is known to enhance later retention. This effect was influenced by the type of initial test used. It was evident in the case of the initial short-answer test, but not in the case of multiple choice and free recall tests. (Author/RD)
Descriptors: Cues, Foreign Countries, Learning Processes, Memory
Download full textDuchastel, Philippe – 1978
Interest in mathemagenics (adjunct aids used in text to enhance learning) has most likely resulted from the indirect effects of inserted postquestions, whereby the learning of unquestioned material is enhanced as well as that of questioned material. However, since most mathemagenics research has occurred in laboratory settings in which subjects…
Descriptors: Learning Processes, Prose, Questioning Techniques, Reading Research
Tenenbaum, Arlene Bonnie – 1977
The effect of variations in the organization of information and in contextual features upon comprehension of prose was tested using four tasks. Organization was varied to contrast hierarchical information structures and list information structures, and to test the effect of linking the structural components of the passage into a conceptual…
Descriptors: Learning Processes, Memory, Organization, Performance Factors
Smith, Delia Gimenez-Cuervo – 1976
This study investigated the effect on learning of the interspersing of questions with sections of written discourse. A 5,200-word passage was divided into seven sections, from each of which several completion questions were derived. A pair of questions was inserted before, after, or both before and after the section. These questions also formed an…
Descriptors: Advance Organizers, Doctoral Dissertations, Higher Education, Learning Processes
Wagner, Barry Martin – 1976
A sample of 208 students from grades ten through twelve were randomly assigned to one of four groups in a study of the effects of multiple-choice, fill-in-the-blank, and constructed modes of response to embedded questions on the learner's ability to answer application-type questions. The three experimental groups received five instructional…
Descriptors: Doctoral Dissertations, Factual Reading, Learning Processes, Prose
Spiegel, Dixie Lee – 1976
This study investigated the effects of training in the use of advance organizers and interspersed questions on the comprehension and attitudes of good, average, and poor eighth-grade readers who were randomly assigned, by intact classroom units, to one of three treatment groups. The first treatment group received eight sessions of training in the…
Descriptors: Advance Organizers, Doctoral Dissertations, Factual Reading, Grade 8
Peer reviewedKraft, Goldie S.; And Others – British Journal of Educational Psychology, 1985
Describes two experiments in which high school students who studied a map/prose combination expected either a spatial/locational or verbal/event posttest. Results indicate test expectation instructions significantly influenced kinds of information students were able to recall, and type of preinstructional expectation had a pronounced effect on how…
Descriptors: Academic Achievement, Expectation, Geographic Location, Instructional Design
