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Callender, Aimee A.; McDaniel, Mark A. – Contemporary Educational Psychology, 2009
Though rereading is a study method commonly used by students, theoretical disagreement exists regarding whether rereading a text significantly enhances the representation and retention of the text's contents. In four experiments, we evaluated the effectiveness of rereading relative to a single reading in a context paralleling that faced by…
Descriptors: Reading Comprehension, Textbooks, Intentional Learning, Reading Ability
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Jamet, Eric; Le Bohec, Olivier – Contemporary Educational Psychology, 2007
The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was…
Descriptors: Epistemology, Sentences, Multimedia Instruction, Multimedia Materials
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Royer, James M.; And Others – Contemporary Educational Psychology, 1978
Individual differences in memory can be studied from two theoretical perspectives: Reappearance Theory or Constructive Theory. To test the Constructive Theory, two experiments examined the retention of high and low ability students. The results of both experiments supported the hypothesis that learners who acquire information rapidly also display…
Descriptors: Academic Ability, Elementary Secondary Education, Individual Differences, Learning Theories
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Marsh, George; Desberg, Peter – Contemporary Educational Psychology, 1978
Two experiments investigated the effects of pictures as first-sound or action mnemonics for learning letter-sound pairs by prereading kindergarten children. In both experiments, the mnemonics had a substantial effect during training, but this effect disappeared on a transfer test with the mnemonics removed. (Author/CP)
Descriptors: Kindergarten Children, Learning Processes, Mnemonics, Paired Associate Learning
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Ellis, William D.; And Others – Contemporary Educational Psychology, 1980
The effects of training using visual modeling prompts as preresponse and as error-correction prompting, and a combination of both procedures were examined by teaching vocational rehabilitation clients three assembly tasks. Preresponse prompting resulted in fewer total errors and more trials. The combination group demonstrated superior performance…
Descriptors: Adults, Assembly (Manufacturing), Feedback, Observational Learning
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Kumar, V. K.; And Others – Contemporary Educational Psychology, 1979
Ninth-graders read a passage for a test to be taken the next day, anticipating a recall test, a multiple-choice test, and a retention test. Half received either a recall or a recognition test regardless of prior instructions. Subjects did better on the recognition tests in all conditions. (Author/RD)
Descriptors: Difficulty Level, Educational Testing, Expectation, Junior High Schools
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Holley, Charles D.; And Others – Contemporary Educational Psychology, 1979
College students were trained on a hierarchical mapping technique designed to facilitate prose processing. The students studied a geology passage and five days later were given four types of tests. The treatment group significantly outperformed a control group; the major differences were attributable to concept cloze and essay exams. (Author/RD)
Descriptors: Cloze Procedure, Educational Testing, Essay Tests, Higher Education
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Crawford, Joyce H.; Fry, Maurine A. – Contemporary Educational Psychology, 1979
Relations among short-term auditory memory, short-term visual memory, vocabulary knowledge, and intra-and intermodal matching of trigrams were examined with first graders. Multiple Rs were significant for 3 of 4 matching conditions. Only bilingualism accounted for significant variance in visual-auditory task performance or reading achievement.…
Descriptors: Auditory Stimuli, Bilingual Students, Cognitive Ability, Learning Modalities
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Grabe, Mark D. – Contemporary Educational Psychology, 1979
Two experiments investigated the impact of a reader's perspective on prose learning: (1) subjects read stories from one of two directed perspectives or with no directed perspective; or (2) readers organized and familiarized themselves with a perspective before the perspective was applied to a story. Perspective influenced recall and organization.…
Descriptors: Cognitive Processes, Conceptual Schemes, Higher Education, Perspective Taking
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Schroth, Marvin L.; Lund, Elissa – Contemporary Educational Psychology, 1993
Two experiments with 100 undergraduates investigated effects of delay of feedback on immediate and delayed transfer tasks involving different pattern recognition strategies. Delay of feedback resulted in greater retention of the concepts underlying construction of the different patterns in all transfer tasks. Results support the Kulhavy-Anderson…
Descriptors: Feedback, Higher Education, Learning Processes, Pattern Recognition
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Scerbo, Mark W.; And Others – Contemporary Educational Psychology, 1992
Effects of time on notetaking and immediate retention, the relative effectiveness of spoken and written cues, and cuing schedules were studied with 160 students. Retention from lecture portions with more or fewer notes was similar, written-cued statements were better retained, and cuing schedules had subtle effects. (SLD)
Descriptors: College Students, Cues, Higher Education, Lecture Method
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Kulhavy, Raymond W.; And Others – Contemporary Educational Psychology, 1990
Assumptions of a servocontrol model of test item feedback were tested in a study of 94 junior and senior high school students receiving feedback or no feedback with 2 retention intervals. Results support the assumption that response certitude is related to the learner's ability to comprehend a given item. (SLD)
Descriptors: Comparative Testing, Feedback, High School Students, Junior High School Students
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Tajika, Hidetsugu; And Others – Contemporary Educational Psychology, 1988
The effects of pictorial advance organizers presented before reading a passage on the retention of passage information were examined for 48 children in grade 5. Those given an integrated pictorial advance organizer recalled more than did others on both immediate and delayed tests of recall. (SLD)
Descriptors: Advance Organizers, Elementary School Students, Grade 5, Memory
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Peeck, J.; And Others – Contemporary Educational Psychology, 1985
Ninety-seven fifth graders took a multiple-choice test with factual and guess questions after reading a 900-word text. The effects of immediate informative feedback, delayed feedback, or no feedback on their performance on a delayed retention tests were analyzed. Results suggested that awareness of initial errors was helpful. (Author/BS)
Descriptors: Educational Testing, Feedback, Grade 5, Guessing (Tests)
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Kulhavy, Raymond W.; And Others – Contemporary Educational Psychology, 1992
Two experiments with 129 college undergraduates tested the conjoint retention model by having subjects learn an intact map and text and then see the map as a retrieval cue in its original or reorganized form. Subjects remember more when cued by the original, supporting the conjoint retention theory. (SLD)
Descriptors: Cues, Encoding (Psychology), Higher Education, Information Retrieval
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