Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Ann L.; und weitere |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall. Technical Report No. 94. |
| Quelle | (1978), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Education; Followup Studies; Memorization; Mild Mental Retardation; Prose; Reading Research; Recall (Psychology); Rote Learning; Study Skills |
| Abstract | Brown and Barclay (1976) trained educable retarded children to use either of two memory search strategies, Anticipation or Rehearsal, involving a self-checking component. Following the training, both their free recall performance and their ability to estimate their readiness for a recall test improved significantly. In the present research, the students were tested for maintenance and generalization one year following the original training. The younger children (MA = six years) showed no effects of the training, whereas an older group (MA = eight years) both maintained the trained strategies on the original rote recall task and generalized it effectively to a novel situation involving gist recall of prose passages. In comparison to a pair of control groups, the students trained in the use of self-checking routines took more time studying, recalled more idea units from the passages, and further, their recall was more clearly related to the thematic importance of the constituent idea units, a pattern characteristic of developmentally more advanced subjects. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
