Literaturnachweis - Detailanzeige
| Autor/in | Green, Ruth |
|---|---|
| Titel | Remembering Ideas from Text: The Effect of Modality of Presentation. |
| Quelle | In: British Journal of Educational Psychology, 51 (1981), S.83-89Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Adolescents; Comparative Analysis; High Schools; Listening; Prose; Reading; Recall (Psychology); Retention (Psychology) |
| Abstract | Adolescent subjects, randomly assigned to immediate or delayed recall conditions, were given two prose passages to recall, one after reading, the other after listening. As hypothesized, for a difficult recall task involving connected prose, recall after reading was superior, both for total units recalled and for number of errors. (Author/SJL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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