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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: ED183604
Record Type: RIE
Publication Date: 1979
Pages: 15
Abstractor: N/A
Reference Count: 0
Chunking Method of Teaching and Studying (III): Test Effects.
Furukawa, James M.; Cohen, Nancy
The effects of specific testing procedures on learning were studied, using the chunking method of teaching and studying, which involves the learning of small units of information. The size of the unit is related to the student's cognitive processing capacity (CPC)--the amount of material recalled after a brief exposure. Subjects were undergraduate students categorized as high, medium, or low in CPC. The students were taught the chunking method and then used it to study a textbook chapter. Subjects were offered an end-of-chapter mastery test which might help to improve their final grades; they also had the option of repeating this test if their initial scores were unsatisfactory. Three months later, a test was adminsitered which contained items taken from the end-of-unit test, items from the retest, and new items. Mastery tests and unit retests led to improved scores by 32% and 67%, respectively. Most who retook the tests were low CPC students, and 73% of them improved their letter grades. Long-term beneficial effects were evident; the initial difference between those who repeated the test and those who did not was eliminated on a three-month delayed test. (Author/GDC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Chunking; Retesting
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979). For related document, see ED 165 097.