No description available.

This study investigated the most efficacious means of providing feedback to students on multiple-choice test items. Subjects were 135 undergraduate students enrolled at a mid-western university. Immediate feedback, defined as knowledge of correct results presented after the completion of the entire test, and delayed feedback, defined as knowledge of correct results presented 24 hours after the completion of the test, were examined. The presence or absence of an immediate retention test was also examined. The performance on the initial test, the students' verbal ability, and the amount of time spent with feedback were used as covariates. Also investigated was the relationship of the level of the test item (recall or complex) to the students' ability to profit from immediate or delayed feedback. The interference perseveration hypothesis was examined as a possible explanation of the delayed retention effect (DRE).Two analyses of the data were performed to test the DRE. The first was a univariate analysis of covariance of the four treatment conditions, utilizing the students' performance on the initial test, verbal ability and time spent with feedback as covariates. The results of this analysis were not significant. The second was a univariate analysis of covariance of the four treatment groups and the control group with the initial test score and the students' verbal ability covaried.The analysis yielded a significant treatment effect when the control group was compared to the four treatment conditions.The reliability correlation coefficients which were computed for the recall and complex test items were not adequate to be used in the analysis. Therefore the interaction between the level of the test items and the feedback condition was not tested.All of the students were asked to complete a pre- and postquestionnaire to assess their feedback preference and to determine if this preference changed over time. Results indicated the majority of students preferred to receive immediate feedback and little change was observed in their feedback preference.An item analysis was conducted in order to investigate the interference-perseveration hypothesis. The data did not support this theory.Conclusions were drawn and implications for further research were discussed.

No description available.

An interest in the development of alternative instructional methods for learning disabled adolescents has emerged within the last few years. Intervention studies examining the effects of cognitive or learning strategies have been proposed as viable alternatives for facilitating the learning of learning disabled youth. This study addressed a specific cognitive or learning strategy entitled "mapping" for improving text recall. Subjects were four diagnosed learning disabled adolescents receiving support services within a high school resource classroom. The design for the study was the A-B-A-B-C design utilized in single subject research. The study consisted of administration of daily text passages and corresponding text passage exams. Each subject was individually trained to utilize the mapping strategy which required the students to take the key concepts presented in the text and develop a diagrammatic representation of these concepts. A self-graphing procedure was utilized to maintain the use of the trained strategy. The results concerning the effectiveness of the mapping strategy indicate that the utilization of the strategy will increase recall of text information among learning disabled adolescents. Maintenance of the trained strategy was demonstrated by two of the four subjects. The two remaining subjects who failed to demonstrate maintenance of the strategy were introduced to the self-graphing procedure. These subjects indicated that a graphic display of exam scores may not be sufficient to develop strategy maintenance. Educational and research implications were discussed.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 24, 2010). Includes bibliographical references (p. 29-30).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed April 1, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 150-163).

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-64).

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.