Advisor(s) - Committee Chair
David Shiek, Richard Miller, Clinton Layne
Department of Psychology
Master of Arts
A sample of high school graduate, first year technical school students was measured for retention improvement of underlined textual material under the treatment condition of no review versus review. The sample of 61 students was divided into two groups, more able and less able, subsequent to the first treatment condition of no review to provide a within group measure in the final analysis. The reading material consisted of 14 brief typewritten passages of which the core content was underlined. The criterion measure consisted of 7 multiple choice questions derived from the core content. The experiment consisted of presenting the same experimental materials to the same students on two occasions separated by a five day interval. Students were allowed to review the material, prior to testing, only in the second presentation. Under the experimental conditions both groups of students were able to improve retention of the core content. Results indicate that significant gains were made from no review to review conditions for both more and less able subjects when practice effect was not controlled for.
Education | Educational Methods | Educational Psychology
Van Dyke, Melvin, "The Effects of Review and No Review on Underlined Material with More or Less Able Subjects" (1977). Masters Theses & Specialist Projects. Paper 1840.