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Download full textCepeda, Nicholas J.; Coburn, Noriko; Rohrer, Doug; Wixted, John T.; Mozer, Michael C,; Pashler, Harold – Online Submission, 2009
More than a century of research shows that increasing the gap between study episodes using the same material can enhance retention, yet little is known about how this so-called distributed practice effect unfolds over nontrivial periods. In two three-session laboratory studies, we examined the effects of gap on retention of foreign vocabulary,…
Descriptors: Undergraduate Students, Intervals, Educational Practices, Retention (Psychology)
Peer reviewedCarrier, Carol A.; Titus, Amy – Contemporary Educational Psychology, 1979
The research literature indicates that recording notes is less crucial than students' review of notes for performance on a variety of learning tasks. Future research on notetaking should include factors such as length of presentation, interest in material, format of information delivery, and student use of notes. (Author/RD)
Descriptors: Learning Activities, Learning Processes, Performance Factors, Research Needs
Eanet, Marilyn G. – 1977
This study examined the value of the Read-Encode-Annotate-Ponder (REAP) procedure as a teaching/learning strategy, focusing on its use of written annotations designed to achieve specific learning objectives. Subjects were 105 students in six college reading/study skills classes who were assigned to one of three treatment conditions: the…
Descriptors: Cognitive Style, College Students, Higher Education, Learning Processes
Kiewra, Kenneth A.; Frank, Bernard M. – 1985
Free recall and cued recognition performance were studied in 53 field independent and 55 field dependent undergraduate education majors who were with or without structure at the time of learning and at the time of recall. Results indicated that field dependent learners recalled more of the textual material when provided with structure during both…
Descriptors: Cognitive Style, Concept Formation, Field Dependence Independence, Higher Education
Hypertext and the Study Strategies of Preservice Teachers: Issues in Instructional Hypertext Design.
Peer reviewedKelly, Anthony E.; O'Donnell, Angela – Journal of Educational Computing Research, 1994
Describes research that investigated the study strategies of preservice teachers through the use of a hypertext program that monitored lecture note review strategies of individuals and dyads. Highlights include learning from lectures; the use of pretest information; and differences in dyad and individual review strategies. (Contains 28…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Cooperative Learning, Higher Education
Whitehall, Richard P.; Redding, Juliette L. – 1970
The theoretical and practical structure of a learning skills program based on an organization model is described. The first section of the paper deals with the description and implication of the program. Ideographic questioning and examination of a group of students and their study habits led to the development of an information processing model…
Descriptors: Basic Skills, Cognitive Processes, College Students, Concept Formation
