ERIC Number: EJ389971
Record Type: CIJE
Publication Date: 1988
Reference Count: 0
Effect of Interspersed Conceptual Prequestions on Note-Taking in Listening Comprehension.
Rickards, John P.; McCormick, Christine B.
Journal of Educational Psychology, v80 n4 p592-94 Dec 1988
Seventy-seven college students took notes, answered inserted conceptual "pre-questions," or did both while listening to a factual passage. Interspersed questions produced deeper and more elaborate note-taking that influenced recall as well. Note-taking alone was more shallow. Overt review of notes or questions aided recall. (SLD)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: This research is based on a paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).