Robinson, D. H., Katayama, A. D., Dubois, N. F., & Devaney, T. (1998). Interactive effects of graphic organizers and delayed review on concept application. The Journal of Experimental Education, 67(1), 17-31.

Robinson, D.; Katayama, A.

1998

Robinson, D. H., Katayama, A. D., Dubois, N. F., & Devaney, T. (1998). Interactive effects of graphic organizers and delayed review on concept application. The Journal of Experimental Education, 67(1), 17-31.

1-2

In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.

In two experiments, students studied one of three types of study materials (text only, text plus outlines, or text plus GOs) and then reviewed their materials either immediately following the study period or 2 days later. In both experiments, the students who studied GOs were able to apply text knowledge best when review was delayed. In Experiment 2, when the students were asked what study strategies they used, those who studied GOs were more likely to report using memorization strategies when review was immediate and were more likely to report using nonmemorization strategies when review was delayed.

88

1