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  • 1
    Electronic Resource
    Electronic Resource
    Springer
    Instructional science 7 (1978), S. 359-383 
    ISSN: 1573-1952
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Both active questions i.e. questions asked by subjects, and provided (or passive) questions i.e. offered to subjects as problems for solution, had been found to facilitate learning and retention of prose material when subjects were faced with a task of sufficient difficulty to challenge their competence. With difficult prose, boys and low ability subjects had gained most from active questions. These effects were more pronounced in the long term. In this study, the effects of relevant active questions i.e. questions which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both the short and the long term (i.e. after ten months). In the short term, although active questions give greater help than provided questions on the first presentation, and relevant active questions give the greatest improvement between the first and second presentations, provided questions are the most helpful overall. In the long term, however, both the active questions treatments prove to be as effective as provided questions. For low ability boys, the difference between treatments is negligble even in the short term; under the relevant active questions treatment the number of questions asked is greater; and the decline in inspection time over presentations is negligible.
    Type of Medium: Electronic Resource
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Electronic Resource
    Electronic Resource
    Springer
    Instructional science 2 (1974), S. 451-476 
    ISSN: 1573-1952
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Questions may be (i) active i.e. asked by subjects or (ii) passive i.e. offered to subjects as problems for solution. It was hypothesized that active questions would be effective in facilitating the learning and retention of prose material when subjects were faced with a challenge to their competence. 47 subjects, boys and girls aged 13–14 years were exposed to an “easy” 300-word passage of biographical prose. 30 subjects were then exposed to a “difficult” 450-word passage. Treatments were: (1) Questions, active-Subjects read a summary, then wrote questions; (2) Questions, passive-Subjects read the summary and the experimenter's questions; (3) Questions, active and passive-Subjects both wrote questions and read the experimenter's questions; (4) Reading, double-Subjects read the summary and the complete passage; (5) Reading, single-Subjects read the complete passage only. With “easy” prose, girls and low verbal ability subjects gained from questioning, particularly passive questions. With “difficult” prose, all subjects gained from questioning. Boys and low verbal ability subjects gained most from active questions, high verbal ability subjects from passive questions. Results are discussed in the light of work regarding cognitive structures, and the hypothesized challenge to competence.
    Type of Medium: Electronic Resource
    Library Location Call Number Volume/Issue/Year Availability
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