Literaturnachweis - Detailanzeige
Autor/inn/en | Rickards, John P.; McCormick, Christine B. |
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Titel | Effect of Interspersed Conceptual Prequestions on Note-Taking in Listening Comprehension. |
Quelle | In: Journal of Educational Psychology, 80 (1988) 4, S.592-94Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | College Students; Higher Education; Instructional Effectiveness; Listening Comprehension; Mnemonics; Notetaking; Questioning Techniques; Recall (Psychology); Review (Reexamination); Study Skills; Teaching Methods |
Abstract | Seventy-seven college students took notes, answered inserted conceptual "pre-questions," or did both while listening to a factual passage. Interspersed questions produced deeper and more elaborate note-taking that influenced recall as well. Note-taking alone was more shallow. Overt review of notes or questions aided recall. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |