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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ449454
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning from Lectures.
King, Alison
American Educational Research Journal, v29 n2 p303-23 Sum 1992
Self-questioning, summarizing, and review of lecture notes were compared as strategies for learning from lectures for 56 underprepared college students. Subjects were randomly assigned to self-questioning (19 students), summarizing (19 students), and notetaking-review (18 students) conditions. Self-questioners performed better than summarizers and significantly better than note-reviewers. (SLD)
Descriptors: College Students, Comparative Analysis, Higher Education, Learning Strategies, Lecture Method, Notetaking, Review (Reexamination), Study Habits, Study Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Questioning Techniques; Summarization