Literaturnachweis - Detailanzeige
| Autor/in | Furukawa, James M. |
|---|---|
| Titel | Cognitive Processing Capacity and Learning-Mode Effects in Prose Learning |
| Quelle | (1977)Infoseite zur Zeitschrift |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Cognitive Ability; Cognitive Processes; Higher Education; Learning Processes; Learning Theories; Memory; Predictor Variables; Programed Instruction; Prose; Teaching Methods |
| Abstract | High cognitive processing capacity (CPC) students were superior to low-CPC students in prose learning. Of the four learning modes--programmed instruction (PI), control, chunking study outline, and adjunct questions--PI was the most effective. Substantial CPC and performance correlations and poor long-term retention suggested that PI was not best for low-CPC students. (Author/CP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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