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ERIC Number: ED003630
Record Type: RIE
Publication Date: 1965-Jul
Pages: 184
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
INCREASING LONG-TERM RETENTION OF KNOWLEDGE, EXPERIMENT 1 AND 2--METHODS OF INSTRUCTION FOR STUDENTS OF DIFFERENT ABILITY LEVELS.
HAMILTON, NANCY RUSSELL
AN AUTOINSTRUCTIONAL PROGRAM WITH READING-ONLY RESPONSE VERSUS OVERT RESPONSE WAS ADMINISTERED 1 HOUR EACH DAY FOR 3 WEEKS TO SIX CLASSES OF EIGHTH-GRADE STUDENTS. REVIEW PROGRAMS WERE ALSO GIVEN UNDER THE TWO RESPONSE TYPES AND UNDER CONDITIONS OF EITHER SPACED OR MASSED PRACTICE. SEVERAL MEASURING INSTRUMENTS WERE USED TO ASSESS LEARNING FROM SEPARATE ASPECTS OF THE SUBJECT MATTER--GENERAL, CHRONOLOGICAL, OR CONCEPTUAL. MEASUREMENTS WERE MADE FOR PREACQUISITION, POST-ACQUISITION, POST-REVIEW, AND DELAYED-RETENTION AFTER A SUMMER VACATION. ALL ANALYSES WERE MADE IN TERMS OF THREE LEVELS OF STUDENT ABILITY. FOR GAIN AND RETENTION OF CHRONOLOGICAL INFORMATION, THE OVERT RESPONSE WAS OF GREATER VALUE THAN READING-ONLY. ON THE GENERAL MATERIALS, HIGH ABILITY STUDENTS PROFITED FROM READING-ONLY AS MUCH AS FROM OVERT RESPONSE. FOR MIDDLE ABILITY STUDENTS AND GENERAL MATERIALS, A SIGNIFICANTLY FAVORABLE EFFECT WAS FOUND FROM HAVING A DIFFERENT MODE OF RESPONSE FOR REVIEW THAN WAS EMPLOYED IN INITIAL INSTRUCTION. LOW ABILITY STUDENTS APPEARED TO HAVE RETAINED LITTLE OR NOTHING. NO CLEAR VALUE WAS DEMONSTRATED EITHER FOR OR AGAINST SCHEDULES OF PRACTICE. (JC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CALIFORNIA; California (Palo Alto)