Effect of test expectancy on preferred study strategy use and test performance.
Among undergraduates in a carefully controlled design, 9 students who took notes studied longer than groups of 30 and 17 who did not. No differences were observed on test scores, retention interval, comprehension scores, or reading rate. Whether students expected multiple-choice or free-recall testing, strategies were similar, suggesting study oriented to rote learning.
Feldt
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Department of Psychology, Mount Mercy College, Cedar Rapids, IA 52402.
Ray
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D000124:Achievement; D000328:Adult; D006801:Humans; D008568:Memory; D011939:Mental Recall; D011584:Psychology / Q000193:education*; D011932:Reading; D012153:Retention, Psychology