Further Investigations of Coding/Rehearsal Strategies During a Segmented Lecture Format.

摘要

Data from a previous lecture-learning study were combined with data from the current study to provide information on the effects of a filler task used in the previous study, and to compare other coding/rehearsal strategies that have potential for improving learning in a lecture. Results showed that the filler task only slightly reduced performance on a delayed recall test; confirmed a previous finding that, when coding/rehearsal is separated from listening in a lecture setting, recall increases significantly; and indicated that procedures which aid/guide the students' coding/rehearsal behaviors further enhance learning.