Literaturnachweis - Detailanzeige
| Autor/inn/en | Di Vesta, Francis J.; und weitere |
|---|---|
| Institution | Pennsylvania State Univ., University Park. Dept. of Educational Psychology. |
| Titel | Goal Expectancy as a Variable in Teaching Learning Situations. Section III, Instructional Strategies: Multivariable Studies of Psychological Processes Related to Instruction. |
| Quelle | (1971), (50 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Attitudes; Educational Psychology; Educational Research; Goal Orientation; Incidental Learning; Intentional Learning; Learning Processes; Psychological Characteristics; Recall (Psychology); Test Wiseness; Testing Problems; Time Factors (Learning) |
| Abstract | Three studies investigated goal expectancy as a variable in teaching-learning situations. The first study looked at the effect of the student's expectancy of the type of test to be given on their ability to recall word lists. There was a strong type-of-test expectancy effect in that those persons expecting to recall words in any sequence actually recalled more words, but fewer words in the presented sequence, than those who expected to recall words in serial order. A second study investigated the effects of different recall intervals under notetaking and no-notetaking conditions on the immediate and delayed recall of instructional material. The results of the study imply that notetaking has little value in situations in which written instructional materials are presented and the notes taken cannot be used in later review. A third study hypothesized that positive and negative experimenter attitudes would demand characteristic functions affecting subject performance on an experimental task, and that experimenter attitude would have a greater effect when subjects were given more time to study. It was found that the attitude of the experimenter had no overall effect on recall. Those subjects who were allowed extra time for study retained more of the information than those subjects who were allowed less time. (JY) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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