Successful Lecturing: Presenting Information in Ways That Engage Effective Processing
New Directions for Teaching and LearningPublished 1 March 2002
Patricia A. deWinstanley, Robert A. Bjork
Citations86
SJR quartileQ3
SJR score0.21
SNIP0.37
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
Abstract
Abstract An effective lecture—one that induces effective processing in one's students—can be a successful method of teaching.
Keywords
PsychologyNeuroscience
Mental Representations: A Dual Coding Approach
5,042 Citations1986Allan Paivio
This book discussesMeta-Theoretical Issues and Perspectives, a meta-theoreticalPrinciples of Representation, and its Applications, a Practical Guide to Bilingual Cognitive Representation.
Journal of Experimental Psychology Human Learning & MemoryThe generation effect: Delineation of a phenomenon.
1,543 Citations1978Norman J. Slamecka, Peter Graf
Journal of Verbal Learning and Verbal BehaviorHierarchical retrieval schemes in recall of categorized word lists
497 Citations1969Gordon H. Bower, Michal C. Clark +2 more
Memory & CognitionComponent-levels theory of the effects of spacing of repetitions on recall and recognition
448 Citations1979Arthur M. Glenberg
A theory of spacing effects is described that uses the same principles to account for both facilitatory and inhibitory effects of spacing in a number of memory paradigms.
The Physics TeacherUsing interactive lecture demonstrations to create an active learning environment
405 Citations1997David R. Sokoloff, Ronald K. Thornton
Psychological ScienceMaintenance of Foreign Language Vocabulary and the Spacing Effect
338 Citations1993Harry P. Bahrick, Lorraine E. Bahrick +2 more
Journal of Experimental Psychology Human Learning & MemoryCognitive effort and memory.
268 Citations1979Sherman W. Tyler, Paula T. Hertel +2 more
Applied Cognitive PsychologyUntangling the benefits of multiple study opportunities and repeated testing for cued recall
259 Citations2000William L. Cull
MemoryDistributing and Managing the Conditions of Encoding and Practice
234 Citations1996Frank N. Dempster
Educational Psychology ReviewExploring the Relationship between Calibration and Self-Regulated Learning
202 Citations2000Nancy J. Stone
Journal of the Learning SciencesConstraining Novices to Perform Expertlike Problem Analyses: Effects on Schema Acquisition
190 Citations1992Robert J. Dufresne, William J. Gerace +2 more
The results of Experiment 3 indicate that qualitative and hierarchically structured problem analyses can improve novices' ability to solve problems, and the pedagogical implications of these findings are discussed.
Contemporary Educational PsychologyEffects of Note-Taking Format and Study Technique on Recall and Relational Performance
178 Citations1995Kenneth A. Kiewra, Stephen L. Benton +3 more
Journal of Cognitive NeuroscienceThe Effect of Divided Attention on Encoding and Retrieval in Episodic Memory Revealed by Positron Emission Tomography
141 Citations2000Tetsuya Iidaka, Nicole D. Anderson +3 more
The effects of divided attention on episodic memory encoding and retrieval were investigated in 12 normal young subjects by positron emission tomography (PET), and the results revealed three sets of neural correlates related to specific task contrasts.
Memory & CognitionEffects of titles on the processing of text and lexically ambiguous words: Evidence from eye movements
134 Citations2000Jennifer Wiley, Keith Rayner
It is found that passages presented with titles were better recalled than those without titles, and the results suggest that titles affect processing at both integrative and lexical stages of reading.
Cognition and InstructionContextual Enrichment and Distribution of Practice in the Classroom
134 Citations1984Steven M. Smith, Ernst Z. Rothkopf
Journal of Experimental Psychology Learning Memory and CognitionEffects of humor on sentence memory.
123 Citations1994Stephen R. Schmidt
Memory for humorous and nonhumorous versions of sentences was compared and results suggest that humorous material receives both increased attention and rehearsal relative toNonhumorous material.
Acta PsychologicaThe influence of attention at encoding on direct and indirect remembering
119 Citations1998Penny A. MacDonald, Colin M. MacLeod
In experiments 1 and 2, color of print indicated whether to read an individual word aloud or to ignore, which reduced direct but not indirect remembering for the ignored words relative to the attended words, apparently direct remembering is extremely dependent on attention at encoding.
Journal of Educational PsychologyLearning with analogy and elaborative interrogation.
110 Citations1996Mark A. McDaniel, Carol Donnelly
Journal of Educational PsychologyStudent study techniques and the generation effect.
103 Citations1994Paul W. Foos, Joseph J. Mora +1 more
Memory & CognitionAsymmetry between encoding and retrieval processes: Evidence from divided attention and a calibration analysis
99 Citations2000Moshe Naveh‐Benjamin, Fergus I. M. Craik +2 more
Two experiments provide further information on the effects of divided attention (DA) on encoding and retrieval processes and suggest that one reason for the poorer memory performance as a result of DA at encoding is a qualitative shift to less deep, elaborative strategies.
Journal of Experimental Psychology Learning Memory and CognitionEffects of humor on sentence memory.
95 Citations1994Stephen R. Schmidt
Journal of Experimental Psychology Learning Memory and CognitionUse of analogy in learning scientific concepts.
94 Citations1993Carol Donnelly, Mark A. McDaniel
Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy within the framework of schema induction, finding that subjects consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurate when conceptswere expressed analogically.
Journal of Verbal Learning and Verbal BehaviorFurther evidence on the MP-DP effect in free-recall learning
92 Citations1972John J. Shaughnessy, Joel Zimmerman +1 more
Consciousness and CognitionManipulation of Attention at Study Affects an Explicit but Not an Implicit Test of Memory
84 Citations1996Katrin F. Szymanski, Colin M. MacLeod
Words that were color named during study showed priming equivalent to words that were read during study; both were responded to faster than unstudied words.
Contemporary Educational PsychologyCognitive and Affective Outcomes of Learning from Knowledge Maps
80 Citations1996Richard H. Hall, Angela M. O’Donnell
Memory & CognitionThe attentional demands of mnemonic control processes
79 Citations1976Douglas Griffith
Only mediator type had an effect on recall accuracy and on EPC during both initial processing and recall, and subject-generated mediators resulted in higher recall and in higher EPC During initial processing, but in lower EPCDuring recall, than did experimenter-supplied mediators.
MemoryMnemonic Methods to Enhance Storage and Retrieval
72 Citations1996Francis S. Bellezza
Mnemonic devices are natural in many of the same ways that schema-base learning is natural, and both enhance learning by facilitating positive transfer from existing knowledge to the acquisition of new knowledge.
A Generation Advantage for Multiplication Skill Training and Nonword Vocabulary Acquisition
71 Citations1995Danielle S. McNamara, Alice F. Healy
The generation effect is extended to skill learning and the acquisition and long-term retention of facts stored in semantic memory and in both conditions subjects using mnemonic strategies showed superior performance.
Journal of Educational PsychologyThe use and effectiveness of analogical instruction in diverse secondary content classrooms.
69 Citations2000Janis A. Bulgren, Donald D. Deshler +2 more
Educational PsychologistInformation‐processing analysis of college teaching
61 Citations1979Robert A. Bjork
Alberta Journal of Educational ResearchIndividual Differences in Notetaking, Summarization, and Learning from Lectures
43 Citations1999Allyson F. Hadwin, John R. Kirby +1 more
Cognition and InstructionGenerative Activity During Geometry Problem Solving: Comparison of the Performance of High-Achieving and Low-Achieving High School Students
43 Citations1994Michael J. Lawson, Mohan Chinnappan
Applied Cognitive PsychologyEnhancing learning through strategy instruction and group interaction: is active generation of elaborations critical?
43 Citations2000Teena Willoughby, Eileen Wood +2 more
Instructional ScienceHow to improve statistical thinking: Choose the task representation wisely and learn by doing
32 Citations2000Peter Sedlmeier
Methods tooptimize the teaching of statistical thinking and the presentation of statistical information in themedia are suggested.
Applied Cognitive PsychologyLearning from lectures: The effect of varying the detail in lecture handouts on note‐taking and recall
29 Citations1988Catharine Morgan, J. D. LILLEY +1 more
The results of a randomized groups experiment indicate that the amount of detail in the handout is a critical factor in handout effectiveness.
Applied Cognitive PsychologyMemory for discourse: Loci mnemonics and the oral presentation effect
28 Citations1991Cesare Cornoldi, Rossana De Béni
Psychonomic Bulletin & ReviewA generation effect can be found during naturalistic learning
24 Citations1995Patricia A. deWinstanley
The present research focused on whether the generation effect did, in fact, generalize to general-information questions and found that it did not, and general- information questions do not represent a boundary condition for thegeneration effect.
Memory & CognitionFamiliarity, relative distinctiveness, and the generation effect
22 Citations1993Zehra F. Peyni̇rci̇oğlu, Esra Mungan
Evidence is provided that the generation effect is influenced by relative distinctiveness of the to-be-remembered items, which is inconsistent with the semantic elaboration -requirement for the generation effects.
Psychonomic Bulletin & ReviewAnalogy with knowledgeable learners: When analogy confers benefits and exacts costs
17 Citations2000Carol Donnelly, Mark A. McDaniel
In this study, target concepts familiar to college students were expressed either in literal form or through analogy, and the concepts were presented in a manner that either facilitated or discouraged contact with subjects’ prior knowledge.
Instructional ScienceImitative problem solving: Why transfer of learning often fails to occur
15 Citations2000S. Ian Robertson
An analysis of algebra word problems top predict in detail exactly where solvers will have difficulty in using a worked out example to solve either a close or distant variant of the problem type.
Educational PsychologyLevels of Processing Effects on Learning from Texts with Maps
8 Citations1998Jill Scevak, Phillip J. Moore
Psychological ReportsEnhancing Memory for Lecture Sentences: A Depth of Processing Perspective
2 Citations1982Susan V. Morgan, J. Thomas Puglisi