Effects of Repetitions and Questions at Varying Lags during Self-Paced Learning from Text.

Barbara Hayes-Roth

Expert InsightsPublished 1976

Investigates the effects of repetitions and questions (without feedback) at varying lags during self-paced learning from text. High school students read a series of unrelated paragraphs, each of which was repeated or tested after a variable lag. In a mixed condition, tests and repetitions of particular sentences were combined within paragraphs. Subjects were given free-recall and cued-recall tests one week later. In general, repetition did not improve performance. Correct answers to questions during the initial study task decreased as presentation-question lag increased. However, question-answering improved performance on the delayed tests substantially; the effect was constant over all lags studied. Question-answering produced better performance than repetition, apparently operating primarily on memory traces of the information specifically tested. There was no evidence of any generalized attentional or strategy shifts, or spread of effects to topically related information in memory. Correct answers increased with increasing presentation-question lags. 18 pp. Ref.

Document Details

  • Copyright: RAND Corporation
  • Availability: Web Only
  • Year: 1976
  • Pages: 18
  • Document Number: P-5925

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Hayes-Roth, Barbara, Effects of Repetitions and Questions at Varying Lags during Self-Paced Learning from Text. Santa Monica, CA: RAND Corporation, 1976. https://www.rand.org/pubs/papers/P5925.html.
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