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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ399823
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Role of Concept Definition, Teaching Examples, and Practice on Concept Learning from Prose.
Hamilton, Richard
Contemporary Educational Psychology, v14 n4 p357-65 Oct 1989
Two experiments, each with 132 undergraduates, evaluated the effects of definition adjunct questions on concept learning. In both experiments, only unmatched application adjunct questions preceded by a definition question produced higher performance on criterion questions than did definition questions only. The effective use of definition questions is discussed. (SLD)
Descriptors: Definitions, Higher Education, Learning Strategies, Prose, Study Skills, Undergraduate Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Adjunct Questions; Concept Acquisition; Examples; Prose Learning