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ERIC Number: ED108116
Record Type: Non-Journal
Publication Date: 1975
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Mathemagenic Effects of Feedback and Orienting Directions upon Text Learning.
Wolk, Stephen; Svoboda, Cyril
Several influences upon mathemagenic activity during text learning were examined in this study, and the effects of attentional processes arising during instruction upon incidental rather than intentional learning were focused on. The subjects were 114 students enrolled in eight graduate classes in educational psychology. Six experimental groups were formed, and 19 subjects were randomly assigned to each group. The six experimental conditions consisted of programs with or without feedback prefaced by either advance organizers, instructional objectives, or a pretest. The subjects were tested with programed material to which had been added 21 incidental facts or names. The results indicated that the attention paid to incidental material was highest when feedback was absent. Reading instructional objectives, when feedback was absent, led to the greatest amount of incidental recall and a similar trend in other measures of incidental learning. (WR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A