ERIC Number: ED223202
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
The Effect of Organizational Chunking and Retrieval Strategies in Facilitating Learning and Recall of Cognitive Learning Tasks.
McBride, Susan D.; Dwyer, Francis M.
Content organization and its effects on prose learning were the focus of this study. Organizational chunking during the encoding or reading interval with an instructional booklet and batched postquestions during the retrieval period (including all events between initial learning and the retention test) were used with 112 university students to determine the effectiveness and efficiency of experimenter-imposed organization utilizing these encoding and retrieval strategies. Major findings indicated that chunked treatment resulted in a more efficient learning strategy than the conventional treatment. Neither treatment, however, produced different learning outcomes as measured by postquestion identification and terminology testlike trials. Nor, at least on the comprehension test, did one encoding strategy prove more effective than the other. The intervening postquestion retrieval strategy did not improve comprehension test performance; however, subjects who received the intervening postquestion strategy took significantly less time to complete the performance measure than those who received the non-intervening treatment. Time, therefore should be considered an important variable in optimizing learning within the information-processing framework. Seventeen references are included. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting; Chunking; Organizing Strategies
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.