J Peeck
Biographic Data
| ID | 2747890 |
|---|---|
| NAME | J Peeck |
| GIVEN NAMES | J |
| FAMILY NAME | Peeck |
| SIGNATURE | PEECK J |
| AFFILIATIONS | Utrecht University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 1987 |
| H-INDEX | 1 |
Delayed Retention of Orally Presented Text With Pictorial Support
S ummary . University students were presented with either a tape‐slides presentation on an African tribe, the tape only, or the slides only, and took a retention test two days later. In comparison with the slides condition, the tape‐slides condition retained significantly more information presented by text and pictures but significantly less information presented by pictures‐only. There were no differences between the tape‐slides condition and th…
Effects of Incidental Cues on Free Recall of Pictures in Mixed and Unmixed Lists
Free recall of 24 drawings differing in incidental cues, was measured in a mixed- and unmixed-list presentation to male and female undergraduates. In unmixed-list presentation (N = 66) no differences were found. In mixed-list presentation (N = 22) drawings provided with contextual cues were better retained than drawings without these cues, or drawings of objects embellished with extra details. The findings were interpreted as providing evidence f…
Effects of Differential Feedback on the Answering of Two Types of Questions by Fifth- and Sixth-graders
52 fifth- and sixth-grade children read a 900-word text which was followed by a multiple-choice test consisting of fact and inference questions. One and a half hours later, they were given feedback either with or without the original text present. Four days later all children were retested. On both the immediate and delayed test sixth-graders performed better than fifth-graders, while, especially in grade 5, more fact than inference questions wer…
Effects of Differential Feedback on the Answering of Two Types of Questions by Fifth- and Sixth-graders
52 fifth- and sixth-grade children read a 900-word text which was followed by a multiple-choice test consisting of fact and inference questions. One and a half hours later, they were given feedback either with or without the original text present. Four days later all children were retested. On both the immediate and delayed test sixth-graders performed better than fifth-graders, while, especially in grade 5, more fact than inference questions wer…
Effects of Incidental Cues on Free Recall of Pictures in Mixed and Unmixed Lists
Free recall of 24 drawings differing in incidental cues, was measured in a mixed- and unmixed-list presentation to male and female undergraduates. In unmixed-list presentation (N = 66) no differences were found. In mixed-list presentation (N = 22) drawings provided with contextual cues were better retained than drawings without these cues, or drawings of objects embellished with extra details. The findings were interpreted as providing evidence f…
Effects of Differential Feedback on the Answering of Two Types of Questions by Fifth- and Sixth-graders
52 fifth- and sixth-grade children read a 900-word text which was followed by a multiple-choice test consisting of fact and inference questions. One and a half hours later, they were given feedback either with or without the original text present. Four days later all children were retested. On both the immediate and delayed test sixth-graders performed better than fifth-graders, while, especially in grade 5, more fact than inference questions wer…
Delayed Retention of Orally Presented Text With Pictorial Support
S ummary . University students were presented with either a tape‐slides presentation on an African tribe, the tape only, or the slides only, and took a retention test two days later. In comparison with the slides condition, the tape‐slides condition retained significantly more information presented by text and pictures but significantly less information presented by pictures‐only. There were no differences between the tape‐slides condition and th…
Psychology (3 works) · Cognitive psychology (2 works) · Medicine (2 works) · Visual and Cognitive Learning Processes (2 works) · Acoustics (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Behavioral and Psychological Studies (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work)