Elaborations of introductory psychology terms: Effects on test performance and subjective ratings

被引：17
作者：
Balch, WR [1 ]
机构：
[1] Penn State Univ, Dept Psychol, Altoona, PA 16601 USA
来源：
TEACHING OF PSYCHOLOGY | 2005年 / 32卷 / 01期
关键词：
D O I：
10.1207/s15328023top3201_7
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Undergraduate students participated in an experiment designed to evaluate different types of elaborations on definitions of 16 psychology terms. First, participants received booklets presenting the definition of each term, followed by I of several elaborations: an example, a mnemonic, a paraphrase, or a repeated definition (the nonelaborating control condition). Then students received a multiple-choice test consisting of questions both on the definitions and on novel examples of the terms. Compared to repeated definitions, examples and mnemonics-but not paraphrases-improved scores on each type of question. However, students' subjective ratings did not always reflect the effectiveness of the elaborations in improving test performance.
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收藏
页码：29 / 34
页数：6
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