Effects of Writing Summaries as a Generative Learning Activity during Note Taking

1997 ◽  
Vol 24 (1) ◽  
pp. 47-49 ◽  
Author(s):  
Martha Davis ◽  
Richard E. Hult
Keyword(s):  
Free Recall ◽  
Relative Effectiveness ◽  
Learning Activity ◽  
Control Group ◽  
Generative Learning ◽  
Note Taking ◽  
Control Groups ◽  
Experimental Conditions ◽  
Summary Writing ◽  
And Control

Two experimental conditions of note taking in lecture sections of Introductory Psychology were compared for their relative effectiveness as generative-learning activities. The summary group students took notes during a 21-min lecture and wrote three lecture summaries during 4-min pauses. The pause group students took notes during lecture but only reviewed their notes during the pauses. The control group students took notes without pauses. Immediately following the lecture, students took a posttest, 12 days later they responded to a free-recall question and took another posttest. Although the pause and control groups did not differ on any measure, the summary group scored significantly higher than the control group on the free-recall question and 12-day posttest, suggesting that summary writing during lecture results in more durable learning.

Effects of Paraphrasing, Modeling, and Cues in Facilitating Self-Referent Affective Statements by Chronic Schizophrenics

1980 ◽  
Vol 47 (2) ◽  
pp. 523-536 ◽  
Author(s):  
Robert D. Citkowitz ◽  
Leah Blumberg Lapidus
Keyword(s):  
Experimental Period ◽  
Control Group ◽  
Control Groups ◽  
Experimental Conditions ◽  
Warm Up ◽  
Modeling And Control ◽  
Chronic Schizophrenic ◽  
Chronic Schizophrenics ◽  
Affect Expression ◽  
And Control

This study investigates the effects of paraphrasing, modeling with controlled disclosure of congruent feelings by an interviewer and cues on the verbalized expression of self-referent affect of chronic schizophrenic inpatients. The 17 male and 43 female subjects were randomly assigned in a 3 × 2 design comprising Paraphrasing, Modeling and Control groups, each with Cue and Non-cue subgroups. An independent interviewer presented a standardized introduction, specific instructions for expressing self-referent affect and a brief warm-up period. A 30-min. quasiclinical interview of three successive 10-min. periods followed: Base I, Experimental, and Base II. During the Experimental period, paraphrasing, modeling, or control treatments were introduced with either cue or non-cue conditions. As predicted, modeling, both with and without cues, significantly increased self-referent affect expression over control group levels. Contrary to prediction, paraphrasing was ineffective and significantly inferior to modeling. Cues significantly enhanced the effects of paraphrasing and modeling, as predicted, and increased Base I period self-referent affect level. Maintaining the cue condition prevented extinction of self-referent affect following termination of experimental conditions. Effect of sex was nonsignificant. Relative superiority of modeling over paraphrasing in clinical interventions with chronic schizophrenics was discussed.

scholarly journals The Effect Of Direct Instruction Model On Intermediate Class Achievement And Attitudes Toward English Grammar

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Rubina Kousar
Keyword(s):  
Direct Instruction ◽  
Relative Effectiveness ◽  
High Achievers ◽  
Control Group ◽  
Control Groups ◽  
English Grammar ◽  
Attitudes Toward English ◽  
And Control ◽  
Experimental Group ◽  
Instruction Model

This study was aimed at investigating the effect of the direct instruction model on intermediate class achievement and attitudes toward English grammar. It was an experimental study and the purpose was to explore the relative effectiveness of instructional methodology (independent variable) on students’ achievement and attitude (dependent variables). This study is based on Slavin’s (1987) components of Direct Instruction.  Direct Instruction (DI) refers to academically focused, teacher-directed classroom instruction using sequenced and structured materials. It refers to teaching activities where goals are clear to students, time allocated for instruction is sufficient and continuous, and feedback to students is immediate and academically oriented. On the other hand, in traditional lessons, the instructor verbalizes information to passive note-taking by students. The instructor thinks that students have empty minds which are to be filled with knowledge. Students are expected to record and absorb knowledge (Slavin, 1994).  In Pakistan, this approach is still unfamiliar to practitioners and researchers in education, including teachers of English language at the intermediate level.  The main objectives of the study were: 1) to measure the achievement of the experimental and control groups after providing treatment of direct instruction to the experimental group, 2) to measure the attitude of the experimental and control groups after providing treatment of direct instruction to the experimental group, 3) to compare the achievement of the experimental group with the control group after experiment and to compare the high achievers and low achievers of the experimental and control group, 4) to compare the attitude of the experimental and control groups toward English grammar after providing treatment of direct instruction, and 5) to compare the effect of direct instruction on the retention of students in English grammar.  To achieve the above-mentioned objectives, null hypotheses were formulated and tested.  The sample of the study comprised of 52 first year students who were matched on their ability in English grammar and placed into an experimental group or control group on the basis of specially-designed pre-tests.  The study was conducted in Cantt College for Women Wah Cantt.  A valid and reliable pre-test and post-test in English grammar were developed to measure the achievement of students in English grammar.  An attitude scale was developed to measure the attitude of the students toward English grammar, and it was administered before and after the treatment.  The experimental group was taught through direct instruction and the control group was taught, as usual, through the traditional approach for a period of three months. Chi-square and t-tests were applied to test the null hypotheses, and .05 was selected as the level of significance.  The results of Direct Instruction Model were consistently better than those of traditional instruction, both in terms of achievement and attitude.  After an interval of six weeks, the students taught through DI also showed better retention.

scholarly journals The Effectiveness of Note-Taking on Reading Comprehension of Iranian EFL Learners

2017 ◽  
Vol 6 (7) ◽  
pp. 308
Author(s):  
Farnoush Bahrami ◽  
Heidar Nosratzadeh
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Note Taking ◽  
Control Groups ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Analyze Data

By taking notes students could save time for reading all textbooks for their exams or for their representations.  It helps them to be vigilant all the time in class for having good notes and they have to paying attention to lectures or teachers all the time, therefore note-taking causes to listening better to lessons and lectures an also it causes to improves their comprehension when they read texts. Thus, the present study is important because note-taking could provide student’s memorization and helps them to remember what they learnt, absolutely important information. Also it accelerates to one-over their studies.The method used in this research was survey. The 40 Persian EFL learners were selected from a language institute in Karaj to participate in the present study. These learners were divided into two groups; one of them is experimental group (N=20) and the other one is control group (N=20). Pretest and post test were two instruments that were used to carry out this study, a pretest about skill of note-taking of passages of the lessons was used for both experimental and control group. This test consisted of 4 passages. The same test was administrated again as the post test for both groups by the end of the course to see the different conclusion between taking note of experimental group and control group control groups. Reliability between 4 texts is in oscillation from 0.6 to 0.81 (from 0.6 upwards). Therefore this reliability was an acceptable one. To analyze data descriptive statistics (that was contained percentage, frequency and mean score) and also inferential statistics (that was contained ANOVA, Pearson correlation, independent sample t-test, multivariate’s test, regression) were carried out by using SPSS16 soft ware. The findings confirmed that note taking is effective in reading comprehension.

scholarly journals The effects of a sled push at different loads on 20 metre sprint time in well-trained soccer players

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Nick Grimes ◽  
Jorge Arede ◽  
Benjamin Drury ◽  
Steve Thompson ◽  
John Fernandes
Keyword(s):  
Body Mass ◽  
Repeated Measures ◽  
Soccer Players ◽  
Control Group ◽  
Control Groups ◽  
Experimental Conditions ◽  
Repeated Measures Anova ◽  
Sprint Time ◽  
And Control ◽  
Experimental Group

This study determined the effects of a single sled push at different loads on sprint performance in competitive male soccer players. Twenty male competitive outfield soccer players (age 19.6±1.3y, body mass 73.6±8.2kg) were split into experimental (n=10) and control groups. In the experimental group, 20m linear sprint time was measured immediately before and 5, 6 and 7minutes after the sled push with either 50 or 100% body mass. The control group performed the 20m sprints only. A repeated measures ANOVA comparing control and experimental groups revealed no effects of time, group or time by group interaction for either experimental condition (all P>0.05). The repeated measures ANOVA compared the experimental conditions revealed effects of time (P=0.034) and group (P=0.002), but not time by group (P>0.05). The effects sizes demonstrated within group effects on sprint time that were small to moderate (-0.26 to 0.71) and trivial to small (-0.31 to 0.09) for the 50% and 100% body mass condition, respectively. These findings demonstrate that a sled push has no significant effect on 20 m sprint time in competitive footballers. If coaches continue to prescribed a sled push before sprinting, a single 15 m push with 50% body mass could have positive benefits.

Conjugated Linoleic Acid Causes a Marked Increase in Liver α-Tocopherol and Liver α-Tocopherol Transfer Protein in C57BL/6 J Mice

2010 ◽  
Vol 80 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Pei-Min Chao ◽  
Wan-Hsuan Chen ◽  
Chun-Huei Liao ◽  
Huey-Mei Shaw
Keyword(s):  
Antioxidant Enzymes ◽  
Linoleic Acid ◽  
Conjugated Linoleic Acid ◽  
Thiobarbituric Acid ◽  
Control Group ◽  
Thiobarbituric Acid Reactive Substances ◽  
Control Groups ◽  
Protein Levels ◽  
Transfer Protein ◽  
And Control

Conjugated linoleic acid (CLA) is a collective term for the positional and geometric isomers of a conjugated diene of linoleic acid (C18:2, n-6). The aims of the present study were to evaluate whether levels of hepatic α-tocopherol, α-tocopherol transfer protein (α-TTP), and antioxidant enzymes in mice were affected by a CLA-supplemented diet. C57BL/6 J mice were divided into the CLA and control groups, which were fed, respectively, a 5 % fat diet with or without 1 g/100 g of CLA (1:1 mixture of cis-9, trans-11 and trans-10, cis-12) for four weeks. α-Tocopherol levels in plasma and liver were significantly higher in the CLA group than in the control group. Liver α-TTP levels were also significantly increased in the CLA group, the α-TTP/β-actin ratio being 2.5-fold higher than that in control mice (p<0.01). Thiobarbituric acid-reactive substances were significantly decreased in the CLA group (p<0.01). There were no significant differences between the two groups in levels of three antioxidant enzymes (superoxide dismutase, glutathione peroxidase, and catalase). The accumulation of liver α-tocopherol seen with the CLA diet can be attributed to the antioxidant potential of CLA and the ability of α-TTP induction. The lack of changes in antioxidant enzyme protein levels and the reduced lipid peroxidation in the liver of CLA mice are due to α-tocopherol accumulation.

Sri Lankan Cleft Lip and Palate Study Model Analysis: Clefts of the Secondary Palate

1993 ◽  
Vol 30 (2) ◽  
pp. 227-230 ◽  
Author(s):  
Andrew Mccance ◽  
David Roberts-Harry ◽  
Martyn Sherriff ◽  
Michael Mars ◽  
William J.B. Houston
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Model Analysis ◽  
Control Group ◽  
Tooth Size ◽  
Sri Lankan ◽  
Control Groups ◽  
Secondary Palate ◽  
Comparable Control ◽  
And Control

The study models of a group of adult Sri Lankan patients with clefts of the secondary palate were investigated. Tooth-size and arch-dimension comparisons were made with a comparable control group. Significant differences were found between the cleft and control groups in tooth sizes, chord lengths, and arch widths. The cleft group dimensions were generally smaller than those of the control group. Overjets were larger in the cleft group.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

Effects of Virgin Coconut Oil as Adjunct Therapy in the Treatment of Allergic Rhinitis

2016 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Nazli Zainuddin ◽  
Nurul Azira Mohd Shah ◽  
Rosdan Salim
Keyword(s):  
Allergic Rhinitis ◽  
Side Effects ◽  
Coconut Oil ◽  
Test Group ◽  
Nasal Symptom ◽  
Control Group ◽  
Virgin Coconut Oil ◽  
Control Groups ◽  
Significant Difference ◽  
And Control

Introduction: The role of virgin coconut oil in the treatment of allergic rhinitis is controversial. Thus, the aim of the present study is to determine the effects of virgin coconut oil ingestion, in addition to standard medications, on allergic rhinitis. We also studied the side effects of consumption of virgin coconut oil. Methods: Fifty two subjects were equally divided into test and control groups. All subjects received a daily dose of 10mg of loratadine for 28 days. The test group was given 10ml of virgin coconut oil three times a day in addition to loratadine. The symptoms of allergic rhinitis were scored at the beginning and end of the study. Results:, the symptom score were divided into nasal and non-nasal symptom scores. Sneezing score showed a significant difference, however the score was more in control group than test group, indicating that improvement in symptom was more in control group. The rest of the nasal symptom and non-nasal symptom score showed no significant difference between test and control groups. Approximately 58% of the test subjects developed side effects from consumption of virgin coconut oil, mainly gastrointestinal side effects. Conclusion: In the present study, ingestion of virgin coconut oil does not improve the overall and individual symptoms of allergic rhinitis, furthermore it has side effects.

Effects of Time and Perceptual Orientation on Actors' and Observers' Attributions

1984 ◽  
Vol 58 (1) ◽  
pp. 23-30
Author(s):  
Donald S. Martin ◽  
Ming-Shiunn Huang
Keyword(s):  
Video Recording ◽  
Control Group ◽  
Control Groups ◽  
Video Recordings ◽  
Before And After ◽  
Perceptual Orientation ◽  
Initial Difference ◽  
Variety Show ◽  
And Control ◽  
Unrelated Variety

The actor/observer effect was examined by Storms in a 1973 study which manipulated perceptual orientation using video recordings. Storms' study was complex and some of his results equivocal. The present study attempted to recreate the perceptual reorientation effect using a simplified experimental design and an initial difference between actors and observers which was the reverse of the original effect. Female undergraduates performed a motor co-ordination task as actors while watched by observers. Each person made attributions for the actor's behaviour before and after watching a video recording of the performance. For a control group the video recording was of an unrelated variety show excerpt. Actors' initial attributions were less situational than observers'. Both actors and observers became more situational after the video replay but this effect occurred in both experimental and control groups. It was suggested the passage of time between first and second recording of attributions could account for the findings and care should be taken when interpreting Storms' (1973) study and others which did not adequately control for temporal effects.

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