Information Impact and Factors Affecting Recall.

Burns, Ralph A.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED258639

Title: Information Impact and Factors Affecting Recall.

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Information Impact and Factors Affecting Recall.
Authors:	Burns, Ralph A.
Descriptors:	Attention Span; Chemistry; Learning Processes; Multimedia Instruction; Recall (Psychology); Teaching Methods; Time Factors (Learning)
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1985-05-00
Pages:	19
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	A study was conducted to examine the effect of factors related to the format, presentation style, and order in which ideas are presented on students' recall of chemistry material. Data were obtained from students who viewed three different multi-image presentations in a large lecture hall setting. Following the presentations, students were required to submit a written summary of the material. As the student summaries were analyzed, bits of information reported were tallied on a master sheet listing ideas presented within each half-minute segment of the presentation. Study findings included the following: (1) impact appeared to be greatest during the first 5-minute portion of the presentation, with impact sufficient to cause students to report about 35% of all ideas presented; (2) impact declined, but was relatively constant for the next two 5-minute portions, and dropped to the lowest level during the 15- to 20-minute interval; (3) enumerated items shown with numbers and print on the screen to accompany photographs had heightened impact; (4) enumerated items listed first had greater impact than those listed later; (5) when pairs of parallel ideas were presented, the first one presented was likely to have greater impact than the second; (6) presenting a fixed number of ideas in a shortened time span did not necessarily decrease the impact or retention, unless the material was too compressed for comprehension; and (7) presentations with more than about 40 ideas or bits of information were likely to be less efficient, with impact dropping off as the information load increases. (AYC)
Abstractor:	N/A
Reference Count:	0

Note:	Paper presented at the Annual National Conference on Teaching Excellence and Conference of Administrators (7th, Austin, TX, May 22-25, 1985).
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	Teachers; Practitioners
Languages:	English
Education Level:	N/A

Back to Search Results