NotesFAQContact Us
Search Tips
Showing 16 to 20 of 20 results Save | Export
Peer reviewed Peer reviewed
Griffin, Marlynn M.; Griffin, Bryan W. – Journal of Experimental Education, 1996
Impact of situated cognition on map skill retention and cognitive style effects on learning were studied with 45 fourth graders. Immediate postperformance assessment did not differ for experimental and conventional instruction groups, and conventional instruction groups performed better after delay. Cognitive style affected learning only in the…
Descriptors: Cognitive Processes, Cognitive Style, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
Chan, Kim Sang; Cole, Peter G. – Journal of Experimental Education, 1987
The interactive effect of cognitive entry behaviors (CEB) with mastery versus non-mastery learning strategies is studied. The subjects, 180 third graders were randomly assigned to four treatment groups: 90 percent mastery; 70 percent mastery, non-mastery, and control. The results showed a significant CEB x treatment interaction on immediate…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cloze Procedure, Foreign Countries
Peer reviewed Peer reviewed
Nation, Jack R.; And Others – Journal of Experimental Education, 1974
The purpose of the present experiment was to further investigate the potential of the PA contingency as an academic motivational factor. (Author)
Descriptors: Academic Achievement, Anxiety, Data Analysis, Methods
Peer reviewed Peer reviewed
Peeck, J.; Tillema, H. H. – Journal of Experimental Education, 1978
Subjects were immediately tested on a reading passage, and received feedback after 30 minutes or one day, or no feedback. After a week, subjects identified their original responses to three types of test items. One-day delay of feedback gave better results than the 30-minute delay. (GDC)
Descriptors: Cognitive Processes, Feedback, Foreign Countries, Grade 5
Peer reviewed Peer reviewed
Graesser, Arthur C.; And Others – Journal of Experimental Education, 1980
Retention of prose is examined as it is affected by (1) outlines as advanced organizers; (2) preexperimental familiarity with the material; and (3) text genre. Findings are discussed in the context of current theories in cognitive psychology, particularly those of structure, organization, and representation of knowledge and prose. (Author/GK)
Descriptors: Advance Organizers, Cognitive Processes, Descriptive Writing, Expository Writing
« Previous Page | Next Page
Pages: 1  |  2