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ERIC Number: ED083537
Record Type: RIE
Publication Date: 1973-Feb
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Comparison of Idiosyncratic Study, Passive Reading and Inserted Question Treatments in Learning from Text.
Hiller, Jack H.; Denzel, Harry
Limited evidence suggests that different kinds of inserted questions may be differentially effective in promoting learning from text. In this experiment one of four groups had inserted knowledge-level questions and a second group, comprehension questions. It was argued here that: (1) in previous adjunct-question research, treatment groups have been forced to study in a manner that would not obtain outside of experimental conditions; (2) valid control groups have not been employed. Therefore, adjunct groups were permitted freedom to study according to preference, and two controls were run: idiosyncratic study, and passive reading. Subjects in the idiosyncratic condition consistently outperformed the others, but overall differences of test means were not significant. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Assn. (New Orleans, February, 1973)