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7 Cards in this Set
- Front
- Back
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What did the researchers hypothesise would be a critical determinant of interference ? |
The pace at which educational materials are provided |
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What did these 3 studies require the student to do ? (2 parts) |
1. Read/listen to several short historical narratives 2. And also to engage in five-eight very short conversations (like IM) |
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In Experiment 1, subjects read the narratives. What was the consequence of multitasking? Especially under which condition? Effect on final memory for narratives? |
Multitasking marginally increased total time spent reading the narratives. Especially when it occurred at random times. Final memory for the narratives was NOT significantly effected |
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In experiment 2, narratives were instead presented in an audio format. In addition, the learner could pause them while conversing. What were the results ? |
Similar to Ex. 1 Marginally increased total time listening to narratives Final memory NOT significantly effected |
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Under which two conditions do multitasking proceed a marked and substantial reduction in information acquired from educational materials? |
1. Materials presented in spoken form 2. Materials played without waiting for the learner |
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True or False? Individuals studying factual material and permitting themselves to be interrupted on many occasions are likely to learn much less |
FALSE Evidence from these experiments does not point to this conclusion |
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Under which 'real world' conditions is multitasking likely to have a large detrimental effect on learning? |
1. Presentation of educational materials is paced by events in the world (e.g. lecture situation) |
