ERIC Number: ED301798
Record Type: RIE
Publication Date: 1988-Jan-5
Reference Count: N/A
Effects of Time of Review and Test Expectancy on Learning from Text.
Kardash, CarolAnne M.; Kroeker, Tirza L.
Research has shown that students who take notes remember more than do students who do not take notes, and that test performance is enhanced for students who are given an opportunity to review their notes compared to those who are not. However, research has not offered instructors and students specific guidelines regarding when review of notes in preparation for an examination is most valuable. This study examined the effects of varying placement of a review period and test expectancy on students' notetaking; review strategies; and performance on cloze, application, and free recall tests. Undergraduate students (N=156) took notes on two texts with the expectation that they would be tested for quantity of information remembered from one text, and for their ability to apply information from a second text. Students were assigned to one of five review conditions: (1) after reading; (2) one day prior to the test; (3) immediately before the test; (4) mental review; and (5) no review. The results revealed that placement of a review period influenced free recall performance, but had no effect on cloze and application test performance. Contrary to predictions, varying expectancy did not enhance performance on criterion measures which matched students' expectancies compared to those which did not. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A