Literaturnachweis - Detailanzeige
| Autor/in | Aaronson, Shirley |
|---|---|
| Titel | Recall and Intervening Mental Activities Involved in Listening to Expository Information. |
| Quelle | (1980), (28 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Attention; Cognitive Processes; Imagery; Lecture Method; Listening; Listening Comprehension; Memory; Recall (Psychology); Retention (Psychology) |
| Abstract | A study was conducted to examine the various mental processes that occur during listening. Fifteen volunteers at an eastern United States college listened to a 14-minute taped lecture. The participants pressed a button, connected to a light hidden from their view, each time their minds wandered from the specifics of the lecture. They were then asked to write down all they could remember, to answer open-ended questions to trigger the retrieval of sorted ideas not freely recalled, and to report on their intervening thoughts. The mean percentage of exact recall in short term memory was 22%, and the mean percentage of unaided recall in long term memory was 28%. The most frequent intervening mental process was imagery, which was helpful in aiding recall 88% of the time, but was also occasionally disruptive. Mind wandering was the next most frequent intervening behavior, occurring mostly at the more abstract points of the lecture. The findings suggest that educators should employ techniques to aid information processing, such as outlines and diagrams, improved verbal delivery, or suggesting that students list the main points before leaving the lecture. (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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