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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ398501
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Keyword and Context Instruction of New Vocabulary Meanings: Effects on Text Comprehension and Memory.
McDaniel, Mark A.; Pressley, Michael
Journal of Educational Psychology, v81 n2 p204-13 Jun 1989
New vocabulary was taught to 147 college students, in two experiments, by 1 of 3 methods: keyword, semantic context, and no-strategy control. There was no evidence that keyword-mediated gains on learning vocabulary-associated definitions were obtained at the expense of acquisition of other information. Applications for instruction are discussed. (SLD)
Descriptors: College Students, Context Clues, Higher Education, Learning Strategies, Memory, Reading Comprehension, Recall (Psychology), Semantics, Teaching Methods, Vocabulary Development
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Keyword Method (Language Learning); Text Processing (Reading)
Note: Part of the first experiment was presented at the International Conference on Practical Aspects of Memory (Swansea, Wales, August 1987).