Theses and Dissertations at Montana State University (MSU)
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Item Comparison of differences in measures of acquired information, anxiety, creativity, and student interest for two methods of teaching : lecture and problem solving(Montana State University - Bozeman, College of Letters & Science, 1973) Dick, Kitty K.Item Changes in task performance as a result of stress(Montana State University - Bozeman, College of Letters & Science, 1975) Brown, Scott WilsonItem The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning(Montana State University - Bozeman, College of Letters & Science, 1973) Ala, Roger EdwinItem Different encoding strategies affect retrieval of information in collaborative groups(Montana State University - Bozeman, College of Letters & Science, 2008) Freuen, Margaret Taffy; Chairperson, Graduate Committee: Michelle L. MeadeThis study examined collaborative memory and encoding strategies. Participants read three different stories processed with three different encoding strategies. Each story had two encoding strategies, but participants were only given one strategy per story (Pichert & Anderson, 1977). Later participants recalled and recognized the stories in three test trials. Recall occurred either individually or collaboratively. Pairs of participants read the same stories with the same strategy (congruent condition), the same stories with different strategies (incongruent condition) or the same stories with no strategy (control condition). Participants in incongruent groups did not show an effect of collaboration or collaborative performance equaled nominal performance, whereas congruent collaborative groups showed standard collaborative inhibition effects (Wright & Klummp, 2004). After recall, a two-part recognition test occurred individually. Prior collaboration and strategy influenced importance judgments. Participants formerly in collaborative groups rated items congruent with their strategy as more important and items incongruent with their strategy as less important than did nominal groups. When working in a collaborative group, perhaps attending to different information ameliorates retrieval strategy disruption and aides in the process of collaboration. Additionally, prior collaboration affects importance ratings on a subsequent recognition test.