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- Publisher
- Wiley
- Copyright
- 1976 The British Psychological Society
- ISSN
- 0007-0998
- eISSN
- 2044-8279
- DOI
- 10.1111/j.2044-8279.1976.tb02304.x
- Publisher site
- See Article on Publisher Site
Abstract
Summary. Two groups of 20 first‐year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.
Journal
British Journal of Educational Psychology – Wiley
Published: Jun 1, 1976