ERIC Number: ED411280
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
The Interaction of Study Materials and Spaced Review on Transfer and Relational Learning.
Katayama, Andrew D.; Robinson, Daniel H.; Devaney, Thomas; Dubois, Nelson F.
In two experiments, researchers investigated whether the advantages of studying graphic organizers over outlines for learning text structure and transfer from a chapter-length text are restricted to study sequences that use delayed, rather than immediate, review. In the first of these studies, reported here, 89 undergraduates studied 1 of 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. Materials were the text, the text with graphic organizers, or the text plus a set of outlines. Results indicate that although graphic organizers facilitated learning text structure across both review occasions, they facilitated transfer of text knowledge only when review was delayed. The study also found evidence that students who delayed their review of graphic organizers used more effective study strategies. These findings are explained within the framework of the deactivation hypothesis (D. Krug, T. B. Davis, and J. A. Glover, 1990). (Contains 2 tables and 16 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A