The Effect of Learners' Field Independence, Cognitive Strategy Instruction, and Inherent Word-List Organization on Free-Recall Memory and Strategy Use.

Frank, Bernard M.; Keene, Delane

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ482592

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0973

EISSN: N/A

The Effect of Learners' Field Independence, Cognitive Strategy Instruction, and Inherent Word-List Organization on Free-Recall Memory and Strategy Use.

Frank, Bernard M.; Keene, Delane

Journal of Experimental Education, v62 n1 p14-25 Fall 1993

Free-recall memory performance of and spontaneous strategy use by 227 field-dependent and field-independent undergraduates were investigated by means of memorized word lists that were high or low in inherent organization and when cognitive strategy instruction was provided or withheld. Results are consistent with current views of field-dependence theory. (SLD)

Descriptors: Classification, Cognitive Processes, Field Dependence Independence, Higher Education, Learning Strategies, Organization, Recall (Psychology), Theories, Undergraduate Students, Word Lists

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Privacy | Copyright | Contact Us | Selection Policy | API