Influence of response mode, sex, reading ability, and level of difficulty on four measures of recall of meaningful written material.

[1]  D. J. King.  Scaling the accuracy of recall of stories in the absence of objective criteria , 1961 .

[2]  R. A. Goldbeck,et al.  The effects of response mode and response difficulty on programed learning. , 1962 .

[3]  F. Bartlett,et al.  Remembering: A Study in Experimental and Social Psychology , 1932 .

[4]  B F SKINNER,et al.  Teaching Machines , 1962 .

[5]  R. Crist.  Overt versus covert responding and retention by sixth-grade students. , 1966, Journal of educational psychology.

[6]  R. Elliott,et al.  Effectiveness of Two Methods of Presenting Information about Simple Reflexes , 1966 .

[7]  M. Horowitz,et al.  Listening and Reading, Speaking and Writing: An Experimental Investigation of Differential Acquisition and Reproduction of Memory , 1967 .

[8]  B. J. Winer.  Statistical Principles in Experimental Design , 1992 .

[9]  D. J. King.  On the accuracy of written recall; a scaling and factor analytic study , 1960 .

[10]  D. J. King,et al.  Complex Methods of Presentation, Internal Consistency of Learning Material, and Accuracy of Written Recall , 1968, Psychological reports.

[11]  D. J. King,et al.  A comparison of rote and meaningful learning of connected meaningful material , 1966 .

[12]  Leslie J. Briggs,et al.  An analysis of response mode and feedback factors in automated instruction , 1960 .

[13]  J. G. Holland,et al.  Blackout ratio and overt responses in programmed instruction: resolution of disparate results. , 1966, Journal of educational psychology.

[14]  D. J. King,et al.  Retention of connected meaningful material as a function of modes of presentation and recall. , 1968, Journal of experimental psychology.

[15]  Joanna P. Williams.  Combining response modes in programmed instruction. , 1966 .

[16]  B. Kintz,et al.  Computational Handbook of Statistics , 1968 .