The Effects of Review Questions and Review Passages on Transfer Skills

Lee, Hyoja

doi:10.1080/00220671.1980.10885261

Cited by 8 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In studies on prose learning, reviews of relevant information yielded significantly better performance than when the information was presented without review (Bruning, 1968). Lee (1980) examined the effects of different types of review questions and found that difficult review questions can effectively facilitate the retention of these skills. Petros and Hoying (1980) examined the influence of review on delayed retention of prose passages and found that repetition of the original learning experience was the most effective review treatment.…”

Section: Reviewmentioning

confidence: 99%

The impact of instructional elements in computer‐based instruction

Martin

Klein

Sullivan

2006

Brit J Educational Tech

View full text Add to dashboard Cite

This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner. College students enrolled in a computer literacy course used one of six different versions of a computer-based lesson delivered on the web to learn about input, processing, storage and output of a computer. The six versions of the program consisted of (1) a full version that contained information plus objectives, practice with feedback, examples and review, (2) a version without objectives, (3) one without examples, (4) one without practice, (5) one without review and (6) a lean version containing information only. Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice. Implications for the development of computer-based instruction are explored.

show abstract

Section: Reviewmentioning

confidence: 99%

The impact of instructional elements in computer‐based instruction

Martin

Klein

Sullivan

2006

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…For example, working with fifth-grade subjects, Rickards and Denner (1979) found that post questions given alone influenced no aspect of recall, not even the subjects' ability to answer questions over material which was covered by the inserted questions. On the other hand, Lee (1980) found that difficult inserted questions improved seventh-grade subjects' ability to perform on both a retention test and a transfer test.…”

Section: Study2mentioning

confidence: 99%

Students' Studying Processes on Course Related Texts: The Impact of Inserted Questions

Schumacher

Moses

Young

1983

Journal of Reading Behavior

View full text Add to dashboard Cite

Abstract. This article reports the results of two studies which investigated the impact of inserted questions on the studying activities of students reading their own course related materials. In both studies macro eye-movements of the students were monitored as they studied texts with or without inserted questions. In Study 1, involving 36 undergraduate university students, the Question Group showed more lookbacks to relevant information than the No Question Group with one of two sets of questions, and more lookbacks to incidental information with both sets of questions. However, neither reading time nor performance on a test differed between the two groups. Study 2 was designed to extend the findings to elementary school children and to examine the effects of ability. A sample of 54 fifth-grade better and poorer readers were given course related materials either with or without inserted questions. Children given inserted questions did not look back to relevant material more often than children without questions. Poorer readers given one of two sets of Preliminary versions of the studies discussed in this article were presented at

show abstract

“…This paper presents Part I of a two-part study. This first part reviews the literature on transfer of learning as one of the major goals of instruction (Lee, 1980). Transfer refers to students' ability to recall knowledge and skills and to apply them in new learning situations (Salomon and Globerson, 1987;Detterman, 1993).…”

Section: Introductionmentioning

confidence: 99%