University of Kansas.
J Appl Behav Anal. 1973 Winter;6(4):631-42. doi: 10.1901/jaba.1973.6-631.
Two experiments demonstrated the effects of study questions on student test performance in an introductory college course. Students in both experiments correctly answered study question items 20 to 30% more frequently than non-study question probes. Furthermore, mean performance on study question items was better than 90% during all phases of both experiments. The present experiments were also designed to study the effects of grades on test performance, and the relationship between long and short sets of study questions. The results of Experiment I clearly illustrated the importance of using grades to maintain high levels of student test performance. The results of Experiment II suggested that long sets of study questions may produce better performance on probe items than do short sets of study questions, but the effect was small.
两项实验证明了学习问题对大学入门课程中学生考试成绩的影响。在这两项实验中，学生正确回答学习问题的频率比非学习问题探针高 20%至 30%。此外，在这两项实验的所有阶段，学习问题项目的平均表现都超过 90%。本实验还旨在研究成绩对考试成绩的影响，以及长、短学习问题集之间的关系。实验一的结果清楚地说明了使用成绩来保持学生考试成绩的重要性。实验二的结果表明，长套学习问题可能比短套学习问题产生更好的探测项目表现，但效果很小。
