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VERBAL/SPATIAL TASK EXPECTATIONS IN WRITTEN INSTRUCTION
Author(s) -
KRAFT GOLDIE S.,
NOVIE GREGORY J.,
KULHAVY RAYMOND W.
Publication year - 1985
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1985.tb02632.x
Subject(s) - psychology , cued speech , cued recall , recall , test (biology) , task (project management) , cognitive psychology , control (management) , spatial ability , recall test , free recall , social psychology , cognition , computer science , artificial intelligence , management , neuroscience , economics , paleontology , biology
S ummary . In two experiments, high school students studied a map‐prose combination under instructions to expect either a spatial/locational or verbal/event post‐test over the target material. Control groups received no expectation instructions. In general, test expectation instructions significantly influenced the kinds of information students were able to recall on a spatially or verbally cued post‐test. In the first study, people who expected a verbal test recalled significantly fewer location items, whereas people expecting a spatial test produced superior location recall. In the second study, students in both verbal and spatial expectation groups outperformed the control condition on specifically cued items. These data suggest that the type of instructional test expectation a student is exposed to can have a major effect on the way in which instruction will be processed and studied.