The Effects of Recitation on the Retention of Two Personality Types
Dados Bibliográficos
| ID | 8222007 |
|---|---|
| Autores | C Bertrand Schultz (0000-0003-3388-8950, Pennsylvania State University, autor correspondente), Timothy R Dangel (Pennsylvania State University) |
| Ano | 1972 |
| Volume | 9 |
| Fascículo | 3 |
| Páginas | 421 |
| Data de publicação | 1972-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | American Educational Research Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1161758 |
| OpenAlex | W4231120020 |
| Idioma | EN |
| Referências citadas | 9 |
Recitation strategies have had a long and persistent educational tradition, surviving changes in philosophical orientation, social pressures, and pedagogical attack (Gall, 1970; Hoetker and Ahlbrand, 1969). While recitation has been described as an instructional strategy characterized by a high rate of student-teacher verbal exchanges which are factual in nature (Bellack, et al., 1966; Flanders, 1970; Ribble and Schultz, 1970), systematic analyses of the psychological processes underlying recitation are rare. The purpose of this study was to explore the effects of stress produced by recitation strategies on retention for learners who differ in their responses to anxiety. Recitation is an instructional practice in which learners respond to teacher questions by verbally presenting information that was previously given them. Presumably, both the overt rehearsal of the responder and the covert rehearsal of the listeners which is assumed to occur during recitation strengthen the desired response. One effect of rehearsal may be to maintain information in short-term storage, making its coding and subsequent transfer to long-term storage more likely (Atkinson and Shiffrin, 1968). There are affective as well as cognitive
Cognitive psychology · Mathematics education · Pedagogy · Personality · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Personality Traits and Psychology · Psychology · Social Psychology
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |