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Direct linkCarney, Russell N.; Levin, Joel R. – Journal of Experimental Education, 2018
An experiment was conducted in which the face-name mnemonic was applied to the task of associating 14 artists' names with two styles of their artwork, portraits and thematic paintings. Following study of the 28 items, mnemonic students outperformed "own best method" control students on both immediate and delayed matching tests. Further,…
Descriptors: Mnemonics, Memory, Art, Art Education
Download full textGurning, Busmin; Siregar, Aguslani – English Language Teaching, 2017
The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Kendeou, Panayiota; Walsh, Erinn K.; Smith, Emily R.; O'Brien, Edward J. – Discourse Processes: A multidisciplinary journal, 2014
In the present set of experiments, we systematically examined the processes that occur while reading texts designed to refute and explain commonsense beliefs that reside in readers' long-term memory. In Experiment 1 (n = 36), providing readers with a refutation-plus-explanation of a commonsense belief was sufficient to significantly reduce…
Descriptors: Long Term Memory, Beliefs, Misconceptions, Error Correction
Tsai-Fu, Tsai; Wu, Yongan – New Horizons in Education, 2010
Background: The effect of note-taking has been well-recognized by EFL educators. However, little empirical research has been done to investigate combined effects of note-taking instruction and note-taking language (whether in L1 or L2) in an acquisition-poor environment, where English is used as an instructional language yet the audience is…
Descriptors: Control Groups, Listening Comprehension, Notetaking, Language of Instruction
Raudenbush, Stephen W.; Martinez, Andres; Spybrook, Jessaca – Educational Evaluation and Policy Analysis, 2007
Interest has rapidly increased in studies that randomly assign classrooms or schools to interventions. When well implemented, such studies eliminate selection bias, providing strong evidence about the impact of the interventions. However, unless expected impacts are large, the number of units to be randomized needs to be quite large to achieve…
Descriptors: Statistical Analysis, Employment Programs, Intervention, Group Behavior
Kelly, Dennis; Soyibo, Kola – Journal of Science and Mathematics Education in Southeast Asia, 2005
This study was designed to find out if students taught food and nutrition concepts using the lecture method and practical work would perform significantly better than their counterparts taught with the lecture and teacher demonstrations and the lecture method only. The sample comprised 114 Jamaican 10th-graders (56 boys, 58 girls) selected from…
Descriptors: Educational Strategies, Experimental Groups, Nutrition, Objective Tests
