Literaturnachweis - Detailanzeige
| Autor/in | Hiller, Jack H. |
|---|---|
| Titel | Effectiveness of Various Prose Study Techniques as a Function of Text Readability, and Individual Differences. |
| Quelle | (1973), (41 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Learning; Memory; Questioning Techniques; Readability; Reading; Reading Research; Reading Skills; Recall (Psychology); Retention (Psychology); Study Skills |
| Abstract | Immediate and two-week retention were studied as a function of three levels of text readability and two levels of inserted post question (IPQ) difficulty. The IPQ treatment was modified to permit review of text after question answering. A traditional control group was required to read without marking lesson pages; and a second control was permitted complete freedom to study. Both IPQ treatments produced significantly inferior acquisition of content incidental to the IPQs for the two lessons having below average readability. For the average readability lesson, only the difficult IPQs produced significantly lower acquisition. Treatment differences diminished to non-significant levels on two-week retention. Learning decrement was correlated with test anxiety and self-confidence in the difficult lessons but not in the average readability lesson. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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