This study compared the relative effects of inserted questions and note taking on the recall of relevant and incidental information from written text material. A 3 x 2 factorial design (treatment group x reading comprehension level) was used. Subjects (N = 141) were randomly assigned to three groups: (a) postquestion/review; (b) note taking/review; or (c) mental review. / It was hypothesized that (a) subjects in the postquestion/review group would recall more relevant information than subjects in the note taking/review group and (b) subjects in the note taking/review group would recall more incidental information than subjects in the postquestion/review group. / Two research questions were also addressed: (1) Is there any interaction between treatment group and subject's reading comprehension level for the recall of relevant and/or incidental information? (2) For the postquestion/review group, is there any correlation between subject's performance on the postquestions and subject's performance on the posttest? / The first hypothesis was confirmed. Subjects in the postquestion/review group recalled significantly more relevant information than subjects in the note taking/review group. The results of the statistical analyses for all other variables were not significant. / Conclusions were drawn and recommendations for future research were suggested. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0607. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76068 |
| Contributors | MASON, ANSU GRISWOLD., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 129 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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