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Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
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Raymond W. Kulhavy Jay L. Sherman Richard F. Schmid 《Contemporary educational psychology》1978,3(1):62-68
Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse. 相似文献
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College undergraduates heard a 1760-word narrative which described events occurring on an imaginary island. As they listened, learners studied either a map of the island with features located spatially, a map—outline with features listed next to it, or just an outline without feature information. People who saw the map recalled more idea units and feature-related information on both free- and cued-recall tests. There was also a significant relation between correct recall and the ability of a subject to reconstruct the spatial relations on the map. The data were interpreted in terms of a feature-location model of map—discourse memory. 相似文献
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