Effects of specificity and position of written instructional objectives on learning from lecture created by Paula Nassif Royer

By:

Royer, Paula Nassif [author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 69 , number 1,Washington, D.C. American Psychological Association, 1977Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Educational research -- Learning -- Incidental learning

LOC classification:

LB1051 JOU

Online resources:

Click here to access online

Abstract: The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text showed that the before position increased intentional learning over the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups.

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Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 JOU (Browse shelf(Opens below))	Vol. 69, no.1(pages 40-45)	Not for loan	For in house use only

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The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text showed that the before position increased intentional learning over the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups.

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