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Peer reviewedGreen, Ruth – British Journal of Educational Psychology, 1981
Adolescent subjects, randomly assigned to immediate or delayed recall conditions, were given two prose passages to recall, one after reading, the other after listening. As hypothesized, for a difficult recall task involving connected prose, recall after reading was superior, both for total units recalled and for number of errors. (Author/SJL)
Descriptors: Adolescents, Comparative Analysis, High Schools, Listening
Peer reviewedMoore, E. M. – British Journal of Educational Psychology, 1977
Despite a recent revival of interest in written compositions of adolescents among British psycholinguists and educationists, quantitative data on their microstructures and correlates are scanty. Detailed information on developmental trends in prose writing abilities and on their interactions with cognitive and affective processes is essential for…
Descriptors: Adolescents, Educational Psychology, Illustrations, Prose
Structure and Process in Pupils' Essays: A Graphical Analysis of the Organisation of Extended Prose.
Peer reviewedCosta Pereira, D.J.V.; Maskill, R. – British Journal of Educational Psychology, 1983
Suggests a method for analyzing structure and process in prose using algorithms based on graph theory and rules based in syntax. Describes application of the method to essays written by 52 fourteen year old pupils on a newly learned topic in chemistry. (Author/GC)
Descriptors: Algorithms, Behavior, Evaluation Methods, Graphs
Peer reviewedHowe, M. J. A.; Colley, L. – British Journal of Educational Psychology, 1976
The present experiment was designed to seek further evidence concerning the possible role of retroactive interference in situations whereby students learn information made available in prose form. (Author)
Descriptors: Information Processing, Inhibition, Learning, Prose
Peer reviewedRiding, R. J.; Shore, J. M. – British Journal of Educational Psychology, 1974
Two attempts to facilitate the aural reception of prose material in educationally subnormal children were compared. (Editor)
Descriptors: Aural Learning, Comprehension, Educational Psychology, Intellectual Development
Peer reviewedHartley, J.; And Others – British Journal of Educational Psychology, 1980
Pupils studied a short passage in one of four conditions: control, passage with title, passage with headings written as statements, and passage with headings written as questions. Passages with headings were recalled significantly better, both in immediate and delayed conditions. Low ability students profited most from the "question" headings.…
Descriptors: Advance Organizers, High Achievement, Layout (Publications), Low Achievement
Peer reviewedConrad, R. – British Journal of Educational Psychology, 1977
Describes quantitatively some aspects of the state of affairs of educational methods for teaching reading to deaf children in England and Wales. (Author/RK)
Descriptors: Deafness, Educational Psychology, Flow Charts, Handicapped Children
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
