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Acarturk, Cengiz; Ozcelik, Erol – Journal of Experimental Education, 2017
This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while…
Descriptors: Task Analysis, Eye Movements, Cognitive Processes, Pictorial Stimuli
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Schreiber, James B.; Verdi, Michael P.; Patock-Peckham, Julie; Johnson, Janet T.; Kealy, William A. – Journal of Experimental Education, 2002
Analyzed the effects of different types of maps and considerate (following the scanning pattern of the map) and inconsiderate (not following the map's scanning pattern) text on retention of information. Results from 2 experiments involving 337 college students show that the type of map and text may affect recall of information, but do not support…
Descriptors: Coding, College Students, Higher Education, Maps
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Newman, Morris I.; And Others – Journal of Experimental Education, 1974
Article investigated the importance of controlling feedback intervals in applied instructional settings. (Editor/RK)
Descriptors: Educational Research, Feedback, Multiple Choice Tests, Questionnaires
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Ryan, Frank L. – Journal of Experimental Education, 1974
This study attempted to determine if the differentiated achievement results for high questioning and low questioning instructional that emerged in a previous study would be replicated if student involvement were extended, as manifested in an increase in the number of student responses solicited. (Author/RK)
Descriptors: Multiple Choice Tests, Questioning Techniques, Responses, Retention (Psychology)
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Joseph, John H.; Dwyer, Francis M. – Journal of Experimental Education, 1984
To investigate the effectiveness of integrating abstract and realistic visualization, the effectiveness of four treatments was measured for: (1) facilitating student achievement of different kinds of educational objectives; (2) students possessing different levels of student ability; (3) externally paced and self-paced methods of instruction; and…
Descriptors: Academic Achievement, Criterion Referenced Tests, Educational Objectives, Grade 10
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Saunders-Harris, Ramona; Yeany, Russell H. – Journal of Experimental Education, 1981
Subjects were assessed for locus of control and experienced either: no diagnosis; diagnosis; or, diagnosis and remediation. Immediate achievement was measured twice during the experiment; retention was measured 30 days later. Findings suggest that diagnostic or diagnostic/remedial instruction is effective in increasing middle school science…
Descriptors: Academic Achievement, Black Students, Control Groups, Diagnostic Teaching
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Bardwell, Rebecca – Journal of Experimental Education, 1981
A study of feedback delay, expectation, and development was conducted in grades four, six, and eight, to assess whether feedback on a school related learning task serves an informational or reinforcing function. Results indicate that feedback serves an informational function and delayed feedback facilitates retention, contrary to reinforcement…
Descriptors: Elementary Education, Expectation, Feedback, German
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Kumar, V. K. – Journal of Experimental Education, 1975
This paper attempted to offer a theoretical framework on the action of Orienters on initiating attentional processes. (Author/RK)
Descriptors: Attention Span, Information Processing, Learning Processes, Prose
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Gagne, Ellen D.; Paget, Kathleen D. – Journal of Experimental Education, 1980
Thirty-two students took a retention test eight months after completing an educational psychology course. Their ability to recognize definitions of concepts was compared to their ability to recognize new instances of the same concepts. No differences were found. (Author/GK)
Descriptors: Concept Formation, Educational Psychology, Higher Education, Individual Differences
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Tsai, San-Yun W.; Pohl, Norval F. – Journal of Experimental Education, 1980
Differences in student learning achievement and retention in a college statistics course taught in various teaching/learning environments are described. Students experiencing computer-aided instruction accompanied by planned teacher/student contacts performed significantly better than students experiencing any of several other environments.…
Descriptors: Academic Achievement, Computer Assisted Instruction, Conventional Instruction, Higher Education
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Myrow, David L. – Journal of Experimental Education, 1979
Relative freedom to choose the topic of study did not affect retention of the reading material by high school students, but did improve attitude toward instruction and time on task. (GDC)
Descriptors: High Schools, Motivation Techniques, Performance Factors, Reading Interests
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Chmielewski, Todd L.; Dansereau, Donald F.; Moreland, Jeremy L. – Journal of Experimental Education, 1998
The role common region (CR) plays in acquiring scientific information from node-link displays was studied by testing 88 subjects under conditions of knowledge maps demonstrating or not demonstrating CR. Field-dependent subjects scored better than the field-independent subjects for maps demonstrating CR, whereas the opposite was true for maps not…
Descriptors: Concept Mapping, Concept Teaching, Diagrams, Field Dependence Independence
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Zimmer, John W. – Journal of Experimental Education, 1985
The effects of text structure were studied using two kinds of reading materials: a standard text with headings and illustrations, as well as a nonstructured manuscript. The manuscript readers scored higher on delayed tests, generated more relevant ideas, and wrote better essays both immediately and after a delay. (Author/GDC)
Descriptors: Higher Education, Layout (Publications), Learning Strategies, Reading Comprehension
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Newell, John M.; Olejnik, Stephen F. – Journal of Experimental Education, 1982
This study demonstrated a reliable method of determining the attributes of prose materials on an imagery-concreteness scale, and evaluated the effects of an advance organizer and a learning passage on learning and retention when the attributes of these passages are defined on a concrete-imagery continuum. (Author/PN)
Descriptors: Advance Organizers, Cognitive Processes, Higher Education, Imagery
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Sullivan, Jayne E.; Rogers, Bruce G. – Journal of Experimental Education, 1985
Third-grade students were exposed to a literature passage, The Red Carpet, via one of three modes of presentation. The teacher read aloud from a book, showed a filmstrip, or showed a film. A listening retention test was administered, and results showed that the differences were statistically insignificant. (Author/GDC)
Descriptors: Childrens Literature, Comparative Analysis, Films, Filmstrips
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