Scholarship & Research
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Item The use of real-life learning strategies in personal and career development situations by students at Eastern Idaho Technical College(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Strakal, Daniel J.Item 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.