Christina M Medosch-Schonbeck
Biographic Data
| ID | 7128021 |
|---|---|
| NAME | Christina M Medosch-Schonbeck |
| GIVEN NAMES | Christina M |
| FAMILY NAME | Medosch-Schonbeck |
| SIGNATURE | MEDOSCH-SCHONBECK C M |
| AFFILIATIONS | University of Colorado System |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 1986 |
| H-INDEX | 0 |
Some Possible Limitations of Feedback in Instruction
This study explored the effect of varying amounts of feedback on the reconstruction of scrambled text. The subjects were undergraduate psychology students at the University of Colorado. Half the subjects reconstructed a 26-sentence passage dealing with Watergate, while the other half read either the same scrambled version or the original passage. The independent variables were amount of feedback available, reconstructing or reading, and time of t…
Reconstruction of Text and Feedback
Subjects reconstructed two sets of scrambled discourse of 26 sentences each. Subjects were either given no feedback or limited feedback as confirmation-disconfirmation, with retrieval either immediate or delayed one week. Memory was measured as recall of idea units and recognition of original sentences from paraphrases. Concordance was measured by relationship to the original sentence order. Recall was not related to any of the independent variab…
A Text Synthesis Approach to Feedback
The text synthesis method was used to examine effects of corrective feedback, length of passage, and content on text comprehension as measured by recall and recognition. Two randomly ordered passages from the biography of Enrico Fermi of 13 and 19 sentences each were presented. Subjects rearranged the sentences to reconstruct meaningful texts. Feedback did not influence recall, recognition, or concordance with the original order. Retrieval was no…
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A Text Synthesis Approach to Feedback
The text synthesis method was used to examine effects of corrective feedback, length of passage, and content on text comprehension as measured by recall and recognition. Two randomly ordered passages from the biography of Enrico Fermi of 13 and 19 sentences each were presented. Subjects rearranged the sentences to reconstruct meaningful texts. Feedback did not influence recall, recognition, or concordance with the original order. Retrieval was no…
Some Possible Limitations of Feedback in Instruction
This study explored the effect of varying amounts of feedback on the reconstruction of scrambled text. The subjects were undergraduate psychology students at the University of Colorado. Half the subjects reconstructed a 26-sentence passage dealing with Watergate, while the other half read either the same scrambled version or the original passage. The independent variables were amount of feedback available, reconstructing or reading, and time of t…
Reconstruction of Text and Feedback
Subjects reconstructed two sets of scrambled discourse of 26 sentences each. Subjects were either given no feedback or limited feedback as confirmation-disconfirmation, with retrieval either immediate or delayed one week. Memory was measured as recall of idea units and recognition of original sentences from paraphrases. Concordance was measured by relationship to the original sentence order. Recall was not related to any of the independent variab…
Cognitive psychology (3 works) · Computer Science (3 works) · Concordance (3 works) · Linguistics (3 works) · Natural language processing (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Recall (3 works) · Medicine (2 works) · Neurobiology of Language and Bilingualism (2 works)