FACILITATION OF LEARNING AND RETENTION OF ORAL INSTRUCTION USING ADVANCE AND POST ORGANIZERS

被引：15

作者：

ALEXANDER, L ^{[1
]}

FRANKIEWICZ, RG ^{[1
]}

WILLIAMS, RE ^{[1
]}

机构：

[1] UNIV HOUSTON, HOUSTON, TX 77004 USA

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1979年 / 71卷 / 05期

关键词：

oral instruction with advance vs post visual vs oral organizers; learning; retention; 5th-7th graders;

D O I：

10.1037/0022-0663.71.5.701

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Gave 270 5th-, 6th-, and 7th-grade students oral instruction in social studies (multicultural content). In conjunction with the oral instruction, students were also randomly assigned to 1 of 5 organizer treatment conditions, including a control condition in which no organizer was presented. Treatment conditions consisted of either an advance or a post organizer presented visually or orally; the control condition involved no organizer, but augmented exposure to the oral instruction. Ss in each of these treatment conditions were tested on the oral instruction to measure learning; 2 wks later, Ss were again tested for retention. It is concluded that nonwritten cognitive organizers facilitated both the learning and the retention of oral instruction. (24 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.

引用

页码：701 / 707

页数：7