Increasing the Meaningfulness of Quantitative Material by Adapting Context to Student Background.

Ross, Steven M.

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Peer reviewed

ERIC Number: EJ284897

Record Type: Journal

Publication Date: 1983-Aug

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Increasing the Meaningfulness of Quantitative Material by Adapting Context to Student Background.

Ross, Steven M.

Journal of Educational Psychology, v75 n4 p519-29 Aug 1983

The focus of the present experiments was to examine the effect of adapting the context of a presentation to a student's background. The results showed familiarity of context to be an influential factor in learning quantitative material. (Author/PN)

Descriptors: Context Effect, Higher Education, Individual Differences, Learning Strategies, Learning Theories, Mathematics Instruction, Probability, Recall (Psychology)

Publication Type: Journal Articles; Reports - Research

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Language: English

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