Literaturnachweis - Detailanzeige
| Autor/inn/en | Keller, Don F.; Cunningham, Donald J. |
|---|---|
| Institution | Indiana Univ., Bloomington. Inst. for Child Study. |
| Titel | A Comparison of Prompting and Adjunct Questions in Learning from Text. Institute Report No. 102. |
| Quelle | (1972), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Questioning Techniques; Reading; Reading Ability; Reading Comprehension; Reading Processes; Reading Research; Reading Skills |
| Abstract | This study was designed to explicate the nature of the processes utilized by students when learning from textual materials when the text has been augmented by interspersing questions at various points. Sixty undergraduate students were randomly assigned to one of six treatment groups. The experimental treatments were: (1) questions shortly before, underlined answers (SBU); (2) questions shortly after, underlined answers (SAU); (3) no questions, but same underlined materials as SBU and SAU (NQU); (4) questions shortly before (SB); (5) questions shortly after (SA); and (6) no questions, no underlining (NQ). The subjects worked through the text at their own rate. They were not permitted to review the text. Each group was informed that they would be tested on how much content they could remember, and, upon completing the text, they were given a 40-question criterion test. The same test was administered to all subjects again five days later. The results indicated that performance on the immediate test was better than performance on the delayed tests, that retention of practiced items was higher than retention of nonpracticed items, that question position was not significant, and that all time differences among treatment groups were significant. (WR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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