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Peer reviewed Peer reviewed
ERIC Number: EJ389971
Record Type: CIJE
Publication Date: 1988
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effect of Interspersed Conceptual Prequestions on Note-Taking in Listening Comprehension.
Rickards, John P.; McCormick, Christine B.
Journal of Educational Psychology, v80 n4 p592-94 Dec 1988
Seventy-seven college students took notes, answered inserted conceptual "pre-questions," or did both while listening to a factual passage. Interspersed questions produced deeper and more elaborate note-taking that influenced recall as well. Note-taking alone was more shallow. Overt review of notes or questions aided recall. (SLD)
Descriptors: College Students, Higher Education, Instructional Effectiveness, Listening Comprehension, Mnemonics, Notetaking, Questioning Techniques, Recall (Psychology), Review (Reexamination), Study Skills, Teaching Methods
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: N/A
Note: This research is based on a paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).