Shhhhhhh…. It’s Homework and Studying time!!

1. Shhhhhhh….It’s Homework and Studying time!! The Self-Assessment Project of Twanesha N. Wilcox

2. Would you like to know what I’m doing? • Increasing the amount of hours spent studying and doing homework on a daily basis • Increasing the amount of work completed while studying on a daily basis • Adjustment Criterion form of intervention

3. STUDYING STRATEGY EFFECTS ON MEMORY,ATTITUDES, AND INTENTIONS Frank W. Roberts and Donald F. Dansereau • Hypothesis • Note-taking behavior is pervasive in education. • Testing • If there are effects of note-taking format and schedule on test performance measures, post-study ratings of the experience and attitudes and intention measure • If there were differences in verbal ability that would lead to different answers in the above statements • If there is a relationships between verbal ability, study experience ratings, test performance, and attitudes and intentions

4. Experimental Measures • Independent Variables • Format (how they took notes) • Traditional Linear Summary • Graphic summary (node-link mapping) • Schedule (when they took notes) • Multiple • Massed • Ad lib • Dependent Variables • Free recall • Recognition • Study experience ratings • Assessment of attitudes and intentions concerning stress

5. Methods • Subjects: 175 students enrolled in psychology courses and they received experimental credit • 60 males, 115 females • Ages ranged from 18 to 39

6. Methods Procedures • Participants were randomly assigned to a room that would dictate their format condition (3 rooms for each condition) • There were 3 sessions that occurred 48 hours after one another • Participants were presented with stress related material to read and then take notes • The information presented in each session differed and was not carried over to the next session

7. Sessions • Session 1: signed consent form then completed Delta Reading Vocabulary test • Participants were trained in how to take notes using their format • Summarized for self, sentences and paragraphs • Practiced for 25 minutes • Session 2: varied in schedule (when they took notes) • Multiple: read passing to the asterisk (stopping point) then summarize according to format- continue doing so until passage completed • Massed: read the passage entirely then used format as a study strategy • Ad lib: read passage taking notes throughout and use notes to study • When done they all completed a study experience questionnaire • Session 3: all participants no matter the condition were given 3 minutes to review a passage then it was taken away • Given a free recall test • Multiple choice scantron test (15 minutes) • Attitudes and Intention questionnaire • Debriefing

8. Results • No note-taking schedule effect on test performance or personal relevance • Those who scored low on Delta Reading Vocab test: Node-linking mapping condition had greater personal relevance than those in linear summary condition • Those who scored high on Delta Reading Vocab test: linear summary condition had greater personal relevance than those in Node-linking mapping condition • Significant interaction of format and schedule on intention to learn about stress management • Multiple schedule significant in learning stress management • Massed schedule: lower intentions for node-link mapping • Ad lib: marginally significant in learning stress management • Personal relevance predicted attitude & intentions toward learning stress management. Discussion • Learner should use a strategy that gains knowledge and enhance behavioral intentions • Node-link mapping may have potential to do both • Can help engage low-verbal ability students

9. The Read-Recite-Review Study Strategy:Effective and Portable Mark A. McDaniel, Daniel C. Howard and Gilles O. Einstein Hypothesis Even though the preferred study strategy for college students is note-taking and rereading text or notes retrieval may produce robust mnemonic benefits that exceed those of additional study.

10. Experimental Measures • Independent Variables • Study conditions • Rereading • Note taking • 3R’s (read-recite-review) • Dependent Variable • Test scores • Free recall test • Multiple choice • Short answer questions

11. Subjects • 72 undergraduates at Washington University in St. Louis • Participated as part of course requirement or were paid $15

12. Experiment 1: Methods Procedures • 3 study conditions (note-taking, rereading and 3r’s) • 24 participants in each condition • Each read 4 brief passages from Test of English as Foreign Language book • Divided into 30 idea units with 221-283 words • The order in which participants read the passages were counterbalanced • Note-taking group: read each passage twice & take notes while reading • Notes were only for helping memory and would not be accessible during testing • 3R group: read each passage once , recite what they could remember into a tape recorder, then reread • Re-reading group: read each passage twice • 3 mins to solve arithmetic questions & complete demographic questionnaire • Tested on 1st and 3rd passage on free recall test, then multiple choice test (6 questions), & 3 short answer questions (in that order) **1 week later: retested on same info & first time test on other 2 passages

13. Experiment 1: Results • Time spent studying: note-taking > 3R’s > re-reading • Test scores on all test were better when tested immediately than delayed • Delayed scores were better on information previously tested • Free recall : 3R’s group scored better • No significant difference between other 2 groups • Multiple choice: No significant difference between any of the conditions • Short answer: No significant difference between any of the conditions • 3R recitation: mean recall was significantly lower during recitation than during free recall test • Participants learned more during 2nd reading • Note-taking: 75% of noted ideas were recalled during free recall test; only 32% of non-noted ideas recalled

14. Experiment 2: Methods Procedures • Each read 2 passages from The World Book Encyclopedia • Pumps passage: 93 units & 864 words • Brakes passage: 100 units & 915 words • Read the passages in the same fashion as Experiment 1 according to condition • Then read passages in self-paced fashion • 3 min solving arithmetic questions and demographic questionnaire • Tested only on 1st passage with free recall , multiple choice and short answer test (in that order) **1 week later: retested on same info & first time test on other passage

15. Experiment 2: Results • Time spent studying: note-taking > 3R’s > re-reading • Test scores on all test were better when tested immediately than delayed • Delayed test: no significance in performance of prior testing over 1st time testing • Free recall : 3R’s group scored better • No significant difference between other 2 groups • Multiple choice: No significant difference between any of the conditions • Short answer: 3R group and note-taking groups did better than the re-reading group • 3R recitation: mean recall was significantly lower during recitation than during free recall test • Participants learned more during 2nd reading • Note-taking: 26% of noted ideas were recalled during free recall test; only 7% of non-noted ideas recalled

16. Discussion • 3R method seems easily learned and can be performed efficiently • 3R method can produce memory benefits as well as generative learning • Can be applied in formal and informal learning settings • Students may see 3R method as more attractive because they can implement it without setting aside time for studying