An experiment was carried out to determine the effects on recall of activities which involved the recording by S of information as he listened to a prose passage. Conditions involving such recording produced significantly greater improvements in accuracy of recall than conditions not requiring S to record the information.
Get full access to this article
View all access options for this article.
References
1.
HoweM. J. A.Note taking strategy, review, and long-term retention of verbal information. Journal of Educational Research, 1970, 63, 100. (a)
2.
HoweM. J. A.Repeated presentation and recall of meaningful prose. Journal of Educational Psychology, 1970, 61, 214–219. (b)
3.
HoweM. J. A.Using students' notes to examine the role of the individual learner in acquiring meaningful subject matter. Journal of Educational Research, 1970, 64, 61–63. (c)
4.
HoweM. J. A.Repeated presentation and retention of meaningful information. Psychological Reports, 1972, 31, 840–842. (a)
5.
HoweM. J. A.Understanding school learning: A new look at educational psychology. New York: Harper & Row, 1972. (b)
6.
KayH.Learning and retaining verbal material. British Journal of Psychology, 1955, 44, 81–100.
