Robert L Morasky
Biographic Data
| ID | 5181115 |
|---|---|
| NAME | Robert L Morasky |
| GIVEN NAMES | Robert L |
| FAMILY NAME | Morasky |
| SIGNATURE | MORASKY R L |
| AFFILIATIONS | State University of New York at Plattsburgh |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 1972 |
| H-INDEX | 1 |
Eye Movements as a Function of Adjunct Question Placement
The purpose of the present paper was to investigate the effects of differential placement of questions in written materials on reading time and eye movements. A number of authors have demonstrated that placing questions before or after paragraphs containing the answers to the questions will influence the amount learned from the paragraphs (Rothkopf, 1966; Rothkopf and Bisbicos, 1967; Frase, 1967; Frase, 1968a; Morasky, 1969). Most data indicate t…
Time Required to Process Information as a Function of Question Placement
The facilitative effect of differential positioning of questions in written material has been demonstrated in several studies (Rothkopf, 1966; Rothkopf & Bisbicos, 1967; Frase, 1967). Data indicate that in general: A) placing detailed questions after information results in better relevant and incidental learning than placing questions before the information (Frase, 1968), and B) the placement of common-words questions is not critical to short-ter…
The Case Method Approach to Teaching History
Time Required to Process Information as a Function of Question Placement
The facilitative effect of differential positioning of questions in written material has been demonstrated in several studies (Rothkopf, 1966; Rothkopf & Bisbicos, 1967; Frase, 1967). Data indicate that in general: A) placing detailed questions after information results in better relevant and incidental learning than placing questions before the information (Frase, 1968), and B) the placement of common-words questions is not critical to short-ter…
The Case Method Approach to Teaching History
Time Required to Process Information as a Function of Question Placement
The facilitative effect of differential positioning of questions in written material has been demonstrated in several studies (Rothkopf, 1966; Rothkopf & Bisbicos, 1967; Frase, 1967). Data indicate that in general: A) placing detailed questions after information results in better relevant and incidental learning than placing questions before the information (Frase, 1968), and B) the placement of common-words questions is not critical to short-ter…
Eye Movements as a Function of Adjunct Question Placement
The purpose of the present paper was to investigate the effects of differential placement of questions in written materials on reading time and eye movements. A number of authors have demonstrated that placing questions before or after paragraphs containing the answers to the questions will influence the amount learned from the paragraphs (Rothkopf, 1966; Rothkopf and Bisbicos, 1967; Frase, 1967; Frase, 1968a; Morasky, 1969). Most data indicate t…
Computer Science (3 works) · Psychology (3 works) · Cognitive psychology (2 works) · Educational Strategies and Epistemologies (2 works) · Function (biology (2 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Reading (process (2 works) · Adjunct (1 work) · Aesthetics (1 work)