| Abstract: | Investigated the effects of specificity and position of written instructional objectives on learning from an audiotaped lecture using material from E. Z. Rothkopf and R. Kaplan (see record 1973-07952-001). Undergraduates (N = 160) received either specific or general objectives before or after the 4 sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text show that the before position increased intentional learning more than the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
