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Peer reviewedRoss, Steven M.; Di Vesta, Francis J. – Journal of Educational Psychology, 1976
The results support the hypothesis that the oral review of prose material has a positive influence on retention as measured by cued-recall questions. (RC)
Descriptors: Anxiety, College Students, Prose, Recall (Psychology)
Peer reviewedDi Vesta, Francis J.; Gray, G. Susan – Journal of Educational Psychology, 1973
Study was designed to extend previous studies on note taking and listening by investigating the effects of thematic relatedness and of opportunity for consolidation on the learner's recall. (Authors)
Descriptors: Connected Discourse, Individual Differences, Intervals, Learning Processes
Download full textGlynn, Shawn M.; Di Vesta, Francis J. – 1978
How well items of information which comprise a text are learned may depend upon the semantic and syntactic relationships (ideational bonds) which exist among those items. To determine if the ability of learners to recall text information is influenced by the location of the information within the text and by syntactic contrasts among informational…
Descriptors: Context Clues, Higher Education, Learning Processes, Reading Research
Peer reviewedGlynn, Shawn M.; Di Vesta, Francis J. – Journal of Educational Psychology, 1977
Subjects read a textual passage encompassing hierarchically related topics. A structural outline presented in advance of reading the text facilitated reproductive recall of facts. The recall of specific facts was superior to that of general facts, implying an experimental demand to be precise in learning and recalling specific factual material.…
Descriptors: Advance Organizers, College Students, Higher Education, Learning Processes
Peer reviewedSchultz, Charles B.; Di Vesta, Francis J. – Journal of Educational Psychology, 1972
Descriptors: Cluster Grouping, Concept Formation, High School Students, Learning Processes
Peer reviewedGlynn, Shawn M.; Di Vesta, Francis J. – Journal of Educational Psychology, 1979
College students studied text about an imaginary solar system. Two cuing systems were manipulated to induce a single or double set of cues consistent with one or two sets of text propositions, or no target propositions were specified. Cuing systems guided construction and implementation of prose-processing decision criteria. (Author/RD)
Descriptors: Cues, Educational Objectives, Higher Education, Instruction
Sagaria, Sabato D.; Di Vesta, Francis J. – 1977
A total of 150 undergraduate students randomly assigned to five experimental groups studied ten paragraphs with questions interspersed at different locations in the text. Performance on incidental items was significantly lower (p < .05) in the question before (QB) than in the question after (QA), question before and after (QBA), and the…
Descriptors: Advance Organizers, Attention Control, College Students, Higher Education
Di Vesta, Francis J.; And Others – 1970
The studies described in this report were concerned with the effect of active student behaviors, such as note-taking, listening, verbal responding, and test-taking, and the effect of individual differences on the transformation, storage, and retrieval of information. The roles of such individual characteristics as personality, background, and…
Descriptors: Educational Strategies, Individual Differences, Learning, Learning Motivation
Di Vesta, Francis J.; And Others – 1971
Three studies investigated some variables involved in the psychological processes related to instruction. One study looked at the influence of notetaking, length of the listening-study interval, and thematic organization of the lecture on recall. It found that more ideas were recalled when notes were taken than when notetaking was not permitted…
Descriptors: Educational Psychology, Educational Research, Learning Activities, Learning Processes
Peer reviewedSagaria, Sabato D.; Di Vesta, Francis J. – Journal of Educational Psychology, 1978
One hundred-fifty subjects studied a passage with questions interspersed at different locations. Total level of acquisition was highest in treatments involving postquestions and no questions. The results were attributed to the influence of adjunct questions on learner expectations that affect the selective processing of information. (Author/JAC)
Descriptors: Advance Organizers, Cues, Higher Education, Incidental Learning
Di Vesta, Francis J.; Ross, Steven M. – Journal of Verbal Learning and Verbal Behavior, 1971
Descriptors: Adjectives, Form Classes (Languages), Imagery, Information Processing
Peer reviewedDi Vesta, Francis J.; Smith, Deborah A. – Contemporary Educational Psychology, 1979
The effectiveness of pausing for learning from lectures was investigated. Pause location and kind of activity conducted during the pause were varied. Free-recall and cued-recall tests were administered immediately after the lecture and two weeks later. Interspersed pauses coupled with group discussion was the most efficient procedure. (Author/RD)
Descriptors: Discussion Groups, Instructional Improvement, Learning Activities, Learning Processes
Di Vesta, Francis J.; And Others – 1971
The instructional process has four major components: stimulation, orientation, transformation, and instrumental activity. Concerning stimulation, the instructor should highlight either the novelty or the complexity of the learning materials. Varying such factors as teaching style and mode of presentation, duration of instruction, and the learner's…
Descriptors: Educational Research, Goal Orientation, Instruction, Learning Activities
Peer reviewedMoreno, Virginia; Di Vesta, Francis J. – Contemporary Educational Psychology, 1994
In 2 experiments involving a total of 43 college students, adages (relational metaphors) were found to facilitate processing of general ideas and higher-order principles. The higher the degree of structural relations embedded in the titles of passages, the greater the recall and accessibility of system-related ideas. (SLD)
Descriptors: Access to Information, Advance Organizers, Cognitive Processes, College Students
Di Vesta, Francis J.; And Others – 1971
Three studies investigated goal expectancy as a variable in teaching-learning situations. The first study looked at the effect of the student's expectancy of the type of test to be given on their ability to recall word lists. There was a strong type-of-test expectancy effect in that those persons expecting to recall words in any sequence actually…
Descriptors: Attitudes, Educational Psychology, Educational Research, Goal Orientation
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