Literaturnachweis - Detailanzeige
Autor/in | Andre, Thomas |
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Titel | The Role of Paraphrased Adjunct Questions in Facilitating Learning from Prose. |
Quelle | In: Contemporary Educational Psychology, 6 (1981) 1, S.22-27Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Processes; Higher Education; Learning Processes; Memory; Models; Pretests Posttests; Prose; Questioning Techniques; Review (Reexamination); Time Factors (Learning) |
Abstract | College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose. (Author/RD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |