摘要:

AbstractFour experiments examined the content and sequencing adopted when people gave verbal instructions about changes to be made to a typescript. Experiments 1 and 2 showed that only 30 per cent of instructions contained overviews, and that although most mentioned the general region where the change should occur, more detailed information was often omitted. Experiment 3 increased the need for precision, by enhancing the potential for ambiguity about locations specified in the text. This significantly reduced the omission of location details, although still present in over 50 per cent of instructions. Experience in carrying out similar procedures had no effect on the content or style of the instructions (experiment 4). The sequence in which information was given remained stable across the four experiments, with the action being specified between the general and the precise location. It is suggested that this reflects a compromise between sequences aiding comprehension and those helping people carry out the instructions. This suggestion was supported by an analysis of circumstances in which people disregarded experimental directions about the use of reference cues. It is concluded that giving verbal instructions is a linguistic skill that not all adults have perfected.

ISSN:0888-4080    

DOI:10.1002/acp.2350040302

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractThis study is concerned with the effects of recall mode on memory for visual narratives. Subjects were shown a series of slides depicting an auto‐pedestrian accident. They were then asked to free‐recall all information they could remember. Half were asked to speak their free recalls. The other half were asked to write down their free recalls. The results showed that spoken recall was more accurate. These data were compared with previous studies using visual and textual narrati

ISSN:0888-4080    

DOI:10.1002/acp.2350040303

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractThis study investigated the effects of approach to studying, gender and type of examination on test preparation strategies. Educational psychology students completed the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) regarding their general learning characteristics, and thus were assigned to four approach groups. Students also answered questions about how they might study for either an essay or a multiple‐choice examination. Factor analysis of those items yielded several study strategy subscales. When scores on the time‐effort, integration, selection and cognitive monitoring subscales were used as dependent variables in a 4×2×2 (cluster × gender × type of test) MANCOVA, a significant three‐way interaction suggested that male and female students using different approaches react differently to multiple‐choice or essay tests, and the patterns differ

ISSN:0888-4080    

DOI:10.1002/acp.2350040304

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractTwo studies are reported on the recall of ‘scientific’ factual material as a function of the medium or channel of communication through which it was presented. Programmatic research by authors of this paper using widely different stimulus materials on different subject samples has indicated that, compared to information received through audiovisual or audio‐only channels, stimulus ‘material’ received through print is best remembered. In the first study subjects either saw part of an actual television science programme in the audiovisual medium, heard it in the audio‐only medium or read a transcript in the print medium. As predicted, subjects who read the transcript remembered most details in both cued and free recall. In the second study a ‘talking‐head’ video was made of the reading of a comparatively easy and difficult scientific extract of comparable length. Subjects randomly assigned to one of six groups either saw audiovisually, heard in audio‐only, or read the print extract of either extract, and were then tested on free and cued recall. Again, material that was read was recalled best, though there were also a number of interesting medium by content interactions. These results are discussed in terms of the literature on the comprehension and recall

ISSN:0888-4080    

DOI:10.1002/acp.2350040305

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

摘要:

AbstractThree studies investigated the role of event salience in the validity of metamemory reports for naturally occurring events. Two studies investigated metamemory for daily forgetting behaviours as recorded on memory diaries for either 10 days (Study 1) or a month (Study 2). A third study examined metamemory for remembering recent events (consisting of the first day of class, the most recent weekend, and the first experimental session). The results indicated that metamemory validity was higher for the more salient memory events, e. g. rote memory failures and memory of the first day of class.

ISSN:0888-4080    

DOI:10.1002/acp.2350040306

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350040307

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350040308

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350040309

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350040301

出版商:John Wiley&Sons, Ltd    

年代:1990

数据来源: WILEY