ERIC Number: ED370986
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
External-Storage Effects on Writing Processes: Delay Hypotheses.
Benton, Stephen L.; And Others
Two experiments were conducted to investigate why lecture notes aid expository writing after a 1-week delay between lecture acquisition and essay writing. Experiment 1 examines the context hypothesis that deactivation of lecture schema must occur before attempts to reinstantiate context can aid writing. Results with 74 undergraduate students did not support this hypothesis. Experiment 2 examined the spacing-effect hypothesis that full processing of lecture notes can occur only after a delay (i.e., distributed practice). Either immediately or 1 week after viewing a 19-minute videotaped lecture on creativity, 27 undergraduates reviewed one of three kinds of lecture notes entered on a Macintosh IIsi: conventional, matrix, or outline. Using secondary-reaction task methodology, delayed-review subjects responded significantly slower than immediate-review subjects. In addition, subjects reviewing conventional notes had significantly slower reaction times than those reviewing matrix and outline notes. (Contains 8 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Delay Effect; Distributed Practice; Schema Theory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).