Inserted post-questions and learning from slide-tape presentations: Implications of the mathemagenic hypothesis |
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| Authors: | Deane K Dayton |
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| Institution: | (1) School of Education, University of Virginia, 22903 Charlottesville, VA |
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| Abstract: | Summary From this review it appears that the insertion of factual postquestions into written instructional materials can result in
increased learning of both intentional and incidental information. The intentional learning effect is attributed to the reinforcement
resulting from review or practice. It is unclear, however, as to whether the incidental learning effect is backward (attributed
to review), forward (results in the shaping of mathemagenic behaviors), or motivational.
An analysis of intervening variables suggests that postquestions are generally facilitative for mature readers only, result
in an increased study time, and are more effective for learners who are not highly motivated. Additional evidence suggests
that the effect can be increased by using higher order questions requiring comprehension, application, or analysis. It appears
that knowledge of the correct responses to the post-questions will increase intentional learning. No conclusions are drawn
concerning the interaction between the use of inserted questions and ability level or passage length.
This article is the second AVCR/ERIC Young Scholar Paper, an annual series initiated to stimulate writing by young professionals
in the field of instructional technology. Preparation of the paper was supported by the ERIC (Educational Resources Information
Center) Clearinghouse on Information Resources, Stanford University, Stanford, California. The material in this article was
prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education and Welfare.
Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional
and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the NIE. |
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