The Role of Time and Cuing in A College Lecture  

Oleh:

Grasha, Anthony F. ; Warm, Joel S. ; Dember, William N.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 17 no. 04 (Oct. 1992), page 312-328.
Topik: lecturers; role of time; college; lecture

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The lecture process was studied systematically with the following objectives : to re-examine the effects of time upon note-taking and immediate retention, to compare the relative effectiveness of spoken and written cues, and to investigate cuing schedules. Students were asked to view one of a series of videotaped lectures in which certain statements were highlighted by either spoken or written cues. The contents of students' notes and assessments of immediate recall and recognition provided the dependent measures. Students recorded increasingly less information in their notes over the course of the lecture, but retention of material from different portions of the lecture was essentially the same. Written-cued statements were recorded more frequently and retained better than statements preceded by spoken cues. Finally, the different schedules of cuing were shown to have subtle effects upon note-taking and recall.

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