CAN YOU REPEAT THAT - QUALITATIVE EFFECTS OF REPETITION AND ADVANCE ORGANIZERS ON LEARNING FROM SCIENCE PROSE
CAN YOU REPEAT THAT - QUALITATIVE EFFECTS OF REPETITION AND ADVANCE ORGANIZERS ON LEARNING FROM SCIENCE PROSE
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DOI：
10.1037/0022-0663.75.1.40
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发表时间：
1983-01-01
影响因子：
4.9
通讯作者：
MAYER, RE
中科院分区：
文献类型：
--
作者：
MAYER, RE
88名自然科学背景不强的女大学生听了一篇关于雷达或欧姆定律的短文，听了1、2或3遍。总的数量召回增加的演示文稿，但有一种模式，即召回的概念原则和相关信息急剧增加与重复，而正式的方程式和具体的类比没有。此外，解决问题的表现增加了重复的数量，但逐字识别下降。提前组织者提出了一个单一的介绍往往会产生回忆和解决问题的性能最相似的重复演示。结果表明，学生在第一次呈现时使用的阅读策略与第三次呈现时使用的不同。(13参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
88 female college students who did not have strong backgrounds in natural science listened to a short passage about radar or Ohm's law either 1, 2, or 3 times. Overall amount recalled increased with number of presentations, but there was a pattern in which recall of conceptual principles and related information increased sharply with repetition, whereas recall of formal equations and concrete analogies did not. In addition, problem-solving performance increased with number of repetitions, but verbatim recognition declined. Advance organizers presented before a single presentation tended to produce recall and problem-solving performance most similar to that obtained with repeated presentations. Results suggest that Ss tend to use qualitatively different reading strategies on the 1st presentation of science prose than on the 3rd presentation.(13 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)