View in EDS

Test Expectancy, Study Strategies and Recall of Prose.

Saved in:
Bibliographic Details
Title: Test Expectancy, Study Strategies and Recall of Prose.
Language: English
Authors: McDaniel, Mark A.
Peer Reviewed: N
Page Count: 37
Publication Date: 1991
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Cloze Procedure, College Students, Essay Tests, Expectation, Expository Writing, Fairy Tales, Higher Education, Multiple Choice Tests, Objective Tests, Reading Comprehension, Reading Strategies, Recall (Psychology), Regression (Statistics), Study Skills, Test Anxiety, Test Format
Abstract: To explore the suggestion that subjects modulate their reading strategies in accordance with how they expect to be tested, several test expectancies (multiple-choice, true/false, essay, and cloze) were implemented in addition to a non-specific test expectancy as a control. Subjects were 124 students at Purdue University (Indiana). After reading three practice texts for which subjects were administered a test that was in line with their expectancies, subjects read and attempted to free-recall a fairy tale or an expository text. The only expectancy to significantly enhance recall relative to the intentional learning control was the essay expectancy, and this enhancement was limited to the expository text. Results were congruent with the hypothesis that subjects expecting an essay test perform more organizational processing of the text than do those expecting other test formats. The authors suggest that there was no increase in recall of the fairy tale due to the essay expectancy because subjects routinely perform organizational processing while reading a fairy tale. Regression analyses and recall data indicated that recognition test expectancies produced little change in reading strategy. Four tables present study data. A 28-item list of references is included. (Author/SLD)
Entry Date: 1991
Accession Number: ED331871
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED331871
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED331871
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Test Expectancy, Study Strategies and Recall of Prose.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McDaniel%2C+Mark+A%2E%22">McDaniel, Mark A.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 37
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1991
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cloze+Procedure%22">Cloze Procedure</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Essay+Tests%22">Essay Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Fairy+Tales%22">Fairy Tales</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Objective+Tests%22">Objective Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To explore the suggestion that subjects modulate their reading strategies in accordance with how they expect to be tested, several test expectancies (multiple-choice, true/false, essay, and cloze) were implemented in addition to a non-specific test expectancy as a control. Subjects were 124 students at Purdue University (Indiana). After reading three practice texts for which subjects were administered a test that was in line with their expectancies, subjects read and attempted to free-recall a fairy tale or an expository text. The only expectancy to significantly enhance recall relative to the intentional learning control was the essay expectancy, and this enhancement was limited to the expository text. Results were congruent with the hypothesis that subjects expecting an essay test perform more organizational processing of the text than do those expecting other test formats. The authors suggest that there was no increase in recall of the fairy tale due to the essay expectancy because subjects routinely perform organizational processing while reading a fairy tale. Regression analyses and recall data indicated that recognition test expectancies produced little change in reading strategy. Four tables present study data. A 28-item list of references is included. (Author/SLD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1991
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED331871
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED331871
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Cloze Procedure
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Essay Tests
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Expository Writing
        Type: general
      – SubjectFull: Fairy Tales
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Objective Tests
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Study Skills
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Test Format
        Type: general
    Titles:
      – TitleFull: Test Expectancy, Study Strategies and Recall of Prose.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McDaniel, Mark A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1991
ResultId 1