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ERIC Number: ED016564
Record Type: RIE
Publication Date: 1967-Feb
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
LEARNING FROM PROSE MATERIAL.
FRASE, LAWRENCE T.
THIS STUDY REPLICATED ROTHKOPF'S 1965 STUDY TO INVESTIGATE THE EFFECT OF LENGTH OF READING PASSAGE, POSITION OF QUESTIONS, AND KNOWLEDGE OF RESULTS ON THE RETENTION OF INFORMATION. TWENTY PARAGRAPHS OF BIOGRAPHICAL MATERIAL WERE SELECTED, AND TWO MULTIPLE-CHOICE QUESTIONS REQUIRING RECALL OF SPECIFIC FACTUAL INFORMATION WERE CONSTRUCTED FOR EACH PARAGRAPH, TOTALLING 20 RETENTION QUESTIONS AND 20 INCIDENTAL QUESTIONS. THESE WERE PRESENTED IN CONVENTIONAL PROGRAMED FORM FOLLOWING A PARAGRAPH-QUESTION-KNOWLEDGE OF RESULTS SEQUENCE WHICH VARIED ACCORDING TO THE EXPERIMENTAL GROUPS COMPOSED OF 72 EDUCATIONAL PSYCHOLOGY STUDENTS. SEVEN OTHERS SERVED AS THE CONTROL GROUP. RESULTS SUPPORTED ROTHKOPF'S FINDINGS THAT QUESTIONS HAVE A GENERAL FACILITATIVE EFFECT ON RETENTION AND THAT RETENTION IS IMPROVED WHEN KNOWLEDGE OF RESULTS IS PROVIDED. THE LONGER THE PASSAGE, THE BETTER THE RETENTION OF INCIDENTAL MATERIALS. HOWEVER, RETENTION QUESTIONS WERE MORE EFFECTIVE WITH PASSAGES OF MODERATE LENGTH. QUESTIONS, RETENTION OR INCIDENTIAL, PLACED BEFORE THE PASSAGE REDUCED THE RETENTION OF INFORMATION. THE POSITION OF QUESTIONS, HOWEVER, DID NOT MAKE MUCH DIFFERENCE IF KNOWLEDGE OF RESULTS WAS PROVIDED. QUESTIONS WERE MOST USEFUL AFTER THE PASSAGE, IF KNOWLEDGE OF RESULTS WAS NOT PROVIDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK, FEBRUARY 1967). (NS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: UNIVERSITY OF MASSACHUSETTS