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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
Peer reviewed Peer reviewed
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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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
Peer reviewed Peer reviewed
Graesser, Arthur C.; And Others – Journal of Experimental Education, 1980
Retention of prose is examined as it is affected by (1) outlines as advanced organizers; (2) preexperimental familiarity with the material; and (3) text genre. Findings are discussed in the context of current theories in cognitive psychology, particularly those of structure, organization, and representation of knowledge and prose. (Author/GK)
Descriptors: Advance Organizers, Cognitive Processes, Descriptive Writing, Expository Writing