The role of memory aids in two instructi
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Seong-Soo Lee
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Article
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1981
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Springer Netherlands
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English
β 774 KB
One hundred and thirty-two 10th graders performed either a conjunctive or biconditional rule task in one of six conditions defined by a 2 (tasks: attribute-identification versus rule-learning) by 3 (memory aids: 0 versus 3 versus 6) factorial design. Learners' attribute-identification was facilitate