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Peer reviewed Peer reviewed
ERIC Number: EJ284897
Record Type: CIJE
Publication Date: 1983-Aug
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Increasing the Meaningfulness of Quantitative Material by Adapting Context to Student Background.
Ross, Steven M.
Journal of Educational Psychology, v75 n4 p519-29 Aug 1983
The focus of the present experiments was to examine the effect of adapting the context of a presentation to a student's background. The results showed familiarity of context to be an influential factor in learning quantitative material. (Author/PN)
Descriptors: Context Effect, Higher Education, Individual Differences, Learning Strategies, Learning Theories, Mathematics Instruction, Probability, Recall (Psychology)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Structure