Elaborations: Differences in the metacognitive behaviour of successful and less successful students

Simple item page
dc.InstitutionPennsylvania State University
dc.contributor.authorDurgadeen, Lucy
dc.contributor.editor
dc.coverage.spatial
dc.date.accessioned2022-01-18T17:54:15Z
dc.date.available2022-01-18T17:54:15Z
dc.date.issued1986
dc.description
dc.description.abstractScores on teacher-made tests were used to rank 88 second-year science students in a secondary school in Central Trinidad, as successful and less successful. Different subjects chosen from the sample were tested in three phases: 1) subjects received base sentences and were asked to generate endings (elaboration) that would help them to remember information supplied in the base sentence, 2) subjects rated a mixture of sentences for comprehensibility, and 3) subjects were asked to rate sentences in sets as easy or difficult to remember. Cued recall tests were administered after each phase. The study showed that successful students generate significantly more precise elaborations than less successful students and the precise elaborations facilitated recall even when students were unaware of the powerful effect of precision on retention. The success of training in elaborative activities indicates that some students suffer from a mediational or production deficiency since they may have the required knowledge and skills but fail to employ learning strategies spontaneously
dc.description.sponsorship
dc.description.sponsorship
dc.extentix, 131 p
dc.identifier.other793
dc.identifier.urihttps://hdl.handle.net/2139/52894
dc.publisher
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.source
dc.source.uriSchool of Education Library, UWISA - WI RES LB1060 D59 E3
dc.subject.otherLearning styles
dc.titleElaborations: Differences in the metacognitive behaviour of successful and less successful students
dc.typePh.D.

Files

Collections

CEDBIB - Bibliographic Database