Memory of lectures: Effect of delay and distractor type

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Abstract

Tested recognition memory for critical sentences from a classroom lecture as a function of lecture instructions, length of retention interval, and type of recognition test items, using 85 undergraduates. When tested immediately after the lecture, Ss differentiated the original sentences from reworded and inferential statements that were similar in meaning. At longer delays, however, only the inferences were recognized as not having been presented in the lecture. Labeling a lecture statement as important had little effect on recognition of the original item, although it did enhance recognition of the other item types. Findings confirm other recent reports of verbatim memory for natural speech. (4 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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