PDF pending restoration
ERIC Number: ED050155
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Type of Highlighted Material and Examination Performance.
Leicht, Kenneth L.; Cashen, Valjean M.
The present study asked whether laboratory findings that isolation of an item facilitates its recall extended to formal educational settings. Four groups of students from a General Psychology class were differentiated in terms of the type of material which was isolated in assigned readings. Principles, examples of principles, or trivial statements were selected for isolation by underlining, while readings of the remaining group did not contain underlinings. Class examinations included questions directed at knowledge of each type of material. Slight support was obtained for the prediction that exam performance on a particular type of material depended upon whether the material was isolated. There was no evidence for an overall facilitation by isolation. That is, underlining of one type of material did not appear to aid exam performance on nonisolated materials. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Illinois State Univ., Normal.
Identifiers: Isolation Effect
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971