Descriptor
| High School Students | 2 |
| Learning Processes | 2 |
| Multiple Choice Tests | 2 |
| Tables (Data) | 2 |
| College Students | 1 |
| Concept Formation | 1 |
| Data Analysis | 1 |
| Definitions | 1 |
| Feedback | 1 |
| Imagery | 1 |
| Intervals | 1 |
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Author
| Anderson, Richard C. | 3 |
| Kulhavy, Raymond W. | 3 |
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Peer reviewedKulhavy, Raymond W.; Anderson, Richard C. – Journal of Educational Psychology, 1972
Evidence from the present study indicates that the delay-retention effect is due primarily to the forgetting of interference-producing errors during the delay interval and, secondarily, to the increased time a subject spends studying the feedback after a delay. (Authors)
Descriptors: Feedback, High School Students, Intervals, Multiple Choice Tests
Peer reviewedAnderson, Richard C.; Kulhavy, Raymond W. – American Educational Research Journal, 1972
Purpose of this experiment was to explore to what extent people can acquire concepts from exposure to definitions and to determine whether a procedure that induces semantic encoding will have the same effect on concept learning as such procedures have on associative learning. (Authors/MB)
Descriptors: College Students, Concept Formation, Definitions, Learning Processes
Peer reviewedAnderson, Richard C.; Kulhavy, Raymond W. – Journal of Educational Psychology, 1972
From evidence of this study it appears that a person will learn more from a prose passage if he forms images of the things and events described in the passage. (Authors/MB)
Descriptors: Data Analysis, High School Students, Imagery, Learning Processes
