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Peer reviewedBarnett, Jerrold E.; And Others – Journal of Educational Psychology, 1981
Two experiments were conducted to investigate the effects of note taking and reviewing on learning from text. The findings supported the encoding function of note taking and demonstrated that unguided elaboration hindered performance on teacher-made tests. (Author/GK)
Descriptors: Higher Education, Learning Activities, Learning Processes, Performance Factors
Download full textAnnis, Linda; Davis, J. Kent – 1977
Field-independent and field-dependent college students studied a 1525-word article under a preferred or nonpreferred study condition (read only, underline, or note taking). Half of the subjects reviewed the material prior to an examination and half did not. Results indicated that field-independent subjects who used a nonpreferred study technique…
Descriptors: Cognitive Style, Higher Education, Learning Processes, Memory
Peer reviewedDuchastel, Philippe C.; Nungester, Ronald J. – Contemporary Educational Psychology, 1984
The effects on retention of adjunct questions either placed at the end of a passage or inserted after their respective paragraphs within the passage were examined. Both treatments led to superior retention of the previously questioned facts. The position of the adjunct questions did not differentially affect performance. (Author/BW)
Descriptors: Advance Organizers, High Schools, Learning Processes, Questioning Techniques
Peer reviewedDi Vesta, Francis; Gray, G. Susan – Journal of Educational Psychology, 1972
Subjects listened to a set of three 5-minute passages. A free-recall test and a multiple-choice test were administered at the conclusion of the experiment. It was found that the number of ideas recalled was favorably influenced by note taking, rehearsal and testing. (CK)
Descriptors: Individual Differences, Learning Processes, Listening, Multiple Choice Tests
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
Peer reviewedAndre, Thomas – Contemporary Educational Psychology, 1981
College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could…
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Memory
Snyder, Vivian – 1984
Three methods for studying college textbook chapters were compared, with 50 college special admissions students as subjects. Utilizing a counterbalanced design, students enrolled in a study skills course were given instruction in three study techniques: SQ3R, outlining, and underlining. The SQ3R method (Francis Robinson, 1946) consists of five…
Descriptors: College Students, Educational Research, High Risk Students, Higher Education
Henk, William A.; Stahl, Norman A. – 1985
The usefulness of taking notes to enhance recall was assessed, based on reviewing the research literature using the techniques of meta-analysis. Meta-analysis allows for both the computation of the strength of an effect within studies and the determination of mean effect sizes averaged across related studies. Fourteen studies that maintained…
Descriptors: College Instruction, Educational Research, Encoding (Psychology), Higher Education
FERSTER, C.B. – 1960
STUDENTS WERE PRESENTED 61 LESSONS BY MEANS OF SEMIAUTOMATIC TEACHING MACHINES. LESSONS WERE ARRANGED SO THAT EACH PARTICIPATING STUDENT STUDIED PART OF THE COURSE MATERIAL WITH A SINGLE REPETITION AND PART WITHOUT REPETITION. DATA WERE OBTAINED FROM TWO TESTS SHOWING TEACHING-MACHINE RESULTS AND ONE FINAL COURSE EXAMINATION. NO SIGNIFICANT…
Descriptors: Academic Achievement, Instructional Materials, Learning Processes, Medical Students
Peer reviewedAndre, Thomas; Womack, Sandra – Journal of Educational Psychology, 1978
College students read passages and answered either verbatim or parphrased adjunct questions either inserted in the text or massed at the end of the passage. Passage review was varied. On the post-test containing unfamiliar paraphrased questions, students given inserted paraphrased adjunct questions outperformed the others. Paraphrased questions…
Descriptors: Higher Education, Learning Processes, Prose, Questioning Techniques
Peer reviewedOhlsson, Stellan – Psychological Review, 1996
A theory of how people detect and correct their own performance errors during skill practice is proposed. Blame assignment, error attribution, and knowledge revision are identified as three cognitive functions in explaining error correction. The theory is embodied in a computer model that learns cognitive skills in ecologically valid domains. (SLD)
Descriptors: Computer Software, Error Correction, Error Patterns, Feedback
Zambon, Franco – 1997
This study sought to determine a useful frequency for refreshing students' memories of complex procedures that involved a formal computer language. Students were required to execute the Microsoft Disc Operating System (MS-DOS) commands for "copy,""backup," and "restore." A total of 126 college students enrolled in six…
Descriptors: College Students, Computer Literacy, Higher Education, Learning Processes
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
Peer reviewedTobias, Sigmund – Journal of Educational Psychology, 1987
Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)
Descriptors: Aptitude Treatment Interaction, High Schools, Learning Processes, Microcomputers
Peer reviewedOsguthorpe, Russell T.; And Others – American Annals of the Deaf, 1980
It was concluded that repeated review is more beneficial to deaf than to hearing students, and that it selectively affects memory tasks (recall and recognition) more than tasks requiring higher level processing (concept acquisition and problem solving). (Author/DLS)
Descriptors: Cognitive Processes, Concept Formation, Deafness, Exceptional Child Research
