摘要:

AbstractRetrospective reports of personal events constitute the principal data source for much applied social science research. Such reports are known to be subject to biases and errors of inference. In health surveys, for example, events associated with chronic conditions are particularly likely to be under‐reported (Jabine, 1987). In this series of studies we apply perspectives and tools from psychological studies of memory to the problem of understanding and improving reports of past untilization of health care. In two studies we found that subjects report using different strategies to answer questions about how often they have seen a doctor over the past 12 months, depending on the type of doctor's visit and its frequency. A third study, in which subjects' recall was checked against medical records, provided evidence that individual health events within a group of recurring, similar events are much less likely than non‐recurring events to be recalled. In Experiment 4 we tested the efficacy of cognitively oriented intervention techniques designed to (1) help subjects decompose their molar memories of groups of similar events into individual events and (2) place all remembered health events into a personal timeline. The intervention more than doubled the proportion of recurring events on the medical record that was recalled. In addition, the proportion of events that could be dated, and the accuracy of dates provided, both r

ISSN:0888-4080    

DOI:10.1002/acp.2350050402

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThis paper discusses the methodological issues involved in studying autobiographical memory in natural discourse. A method is developed herein that is sufficiently versatile to be used to probe various other research questions. The analysis of four equal‐length transcripts using this method demonstrates that autobiographical memory units can be reliably distinguished from other personal memory and non‐memory idea units. Further, the reliability of subdividing the autobiographical memories into classes is also shown. There is a discussion of how this type of work relates to relevant research in autobiographical memory. The potential application of these results is also descri

ISSN:0888-4080    

DOI:10.1002/acp.2350050403

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractIn previous research self‐questioning strategies have been found to significantly improvereadingcomprehension, presumably because of the metacognitive nature of the self‐questioning process. The purpose of the present study was to determine whether this metacognitive strategy also enhanceslecturecomprehension, that is, comprehension of non‐text, orally presented material. In a self‐questioning combined with reciprocal peer‐questioning condition, ninthgraders were trained to pose questions for themselves during classroom lectures; following the lectures, they used their questions to engage in reciprocal peer‐questioning and responding. Students in a self‐questioning only condition also engaged in self‐questioning during the lectures and then answered their own questions; in a review condition, students discussed the lecture material in small cooperative groups; and in a control group students reviewed the lecture material independently. On post‐practice and 10‐day maintenance tests participants in the self‐questioning with reciprocal peer‐questioning and the self‐questioning only strategy groups showed lecture comprehension superior to that of participants in both the discussion review and control groups. These results suggest that: use of a self‐questioning strategy can improve high school students' comprehension of lectures; students can maintain this strategy when external prompts are removed; and this metacognitive strategy can be readily taught to high school students and incorporated into their real‐world c

ISSN:0888-4080    

DOI:10.1002/acp.2350050404

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractIn this research we compared kindergarten children's immediate recall of a class field trip to a museum of archaeology on the same day of the trip to their recall 6 weeks later, 1 year later and 6 years later. Not surprisingly, children remembered less about this event over time. However, what children did recall was recalled as accurately and in as much detail 6 years after the trip as immediately after the trip. Most striking were the effects of cueing on memory over time. Without specific cues the event was forgotten by almost all of the children after 1 year, but with cues, 87 per cent of the children could recall details of the event even after 6 years. The set of ‘core’ activities which all children tended to recall on all recall trials were those activities that made this particular event distinctive. However, with increasing time since experiencing the event, children's recall tended to become more reconstructive and inferential. Thus, forgetting in autobiographic memory seems to involve three processes: decreases in amount recalled, changes in accessibility, and changes in memory cont

ISSN:0888-4080    

DOI:10.1002/acp.2350050405

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

摘要:

AbstractThis study tested predictions derived from Gibson and Levin (1975) and Gough and Hillinger (1980) regarding the effects of different forms of reading instruction on a test of ‘far generalization’, where students were asked read nonsense words containing untaught sound/symbol correspondences. Two instructional methods were compared, pattern detection training and a synthetic phonics lesson which taught the specific correspondences used on a first post‐test. A control group received no treatment. The transfer effects of pattern detection training were demonstrated on a first post‐test and with a measure of correspondence induction at the end of testing. A first and second post‐test revealed that specific correspondence training increased decoding scores but did not transfer to novel correspondences. On a second post‐test, pattern detection and specific correspondence groups did not differ in decoding score; apparently the induction skill of the pattern detection group was balanced by the knowledge base of the specific correspondence group. It is concluded that pattern detection training more readily fosters those abilities that allow students to independently induce sound/symbol correspondences than the traditional approach of direct teaching of specific corr

ISSN:0888-4080    

DOI:10.1002/acp.2350050406

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350050407

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350050408

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350050401

出版商:John Wiley&Sons, Ltd    

年代:1991

数据来源: WILEY