| Abstract: | The effects of varying placement of a review period and test expectancy on students' notetaking, review strategies, and performance on delayed free recall, application, and cloze tests were investigated. One hundred fifty-six undergraduates took notes on two texts with the expectation that they would be tested for quantity of information remembered from one text and for their ability to apply information from a second text. Students were assigned to one of five review conditions: (a) at acquisition, (b) 1 day after acquisition, (c) prior to test, (d) mental review prior to test, and (e) no review. Results revealed that placement of a review period influences free recall performance, but has no effect on cloze and application test performances. Contrary to prediction, varying expectancy did not enhance performance on criterion measures which matched students' expectancies compared to those which did not. |
