DISTINGUISHING ERRORS OF MEMORY FROM ERRORS OF UNDERSTANDING BY MEANS OF SELFINSTRUCTIONAL TESTS.
Technical rept. no. 9,
AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF
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This study compared two types of self-instructional tests used as adjuncts to an expository text. One type of test Pure Self-Test incorporated two types of items, one assessing and remedying errors of memory and the other assessing and remedying errors of understanding. The other type of self-instructional test Mixed Self-Test was composed of a single type of complex question requiring answers involving memory plus understanding remedial feedback was likewise mixed. Forty-eight high school sophomores were divided into three groups One group studied the expository text alone Basic Text Group, one studied the text plus the Pure Self-Test, and one studied the text plus the Mixed Self-Test. Five days later, each group was given a criterion test composed of the two self tests sans answers. There were no significant differences among groups on total criterion test scores, but the Pure Self-Test Group did best on the pure items and the Mixed Self-Test Group did best on the mixed items. The Basic Text Group did well on the pure recall items, fair on the mixed, recall-and-memory items but poorly on the pure understanding items. The generality of these findings is limited by the fact that none of the three lesson formats were highly effective. Author