Grade level differences in students' study activities as a function of course characteristics

Memory Development Between 2 and 20

“…The most revealing analyses of the Far West data for the present discussion were conducted by Christopoulos, Rohwer, and Thomas (1987). They found that simple rehearsal and nonselective restudy decreased with increasing age Ievel.…”

“…Consistent with the data presented in the last chapter, there was increased elaboration, reorganization, contrasting, integration, and summarization of newly encountered information. Christopoulos et al (1987) also documented that with increasing age, however, courses place greater demands on students with diminishing supports, an argument that was bolstered by analyses of this )arge data set by Strage, Tyler, Robwer, and Thomas (1987). Thus, Christopoulos et al (1987) argued that much ofthe developmental increase in strategy use might be in reaction to changing environmental demands.…”

“…Christopoulos et al (1987) also documented that with increasing age, however, courses place greater demands on students with diminishing supports, an argument that was bolstered by analyses of this )arge data set by Strage, Tyler, Robwer, and Thomas (1987). Thus, Christopoulos et al (1987) argued that much ofthe developmental increase in strategy use might be in reaction to changing environmental demands. Nonetheless, despite the pressures applied to university students by their dass work, they often engage in less than optimally efficient processing, with some students using very good strategies and others relying predominantly on less efficient routines.…”

“…e;,..r.;, :o. ""'w"'e;;;:r,-; a;;n;;rTKo~m=a:" s -;::and their colleagues ( e. g. , Christopoulos et al, 1987) have shown that even eollege studentsoften fail to use sophisticated strategies when doing sehoollearning. In addition, it has beeome clearer that studies focusing on input or output strategies alone, whieh was the case in most work on eneoding and rehearsal strategies, failed to eapture that the interaetion of eneoding and recall processes is o~en more important tban enoodin_g or retrieval aetivities lone (e.g., Aekerman, 1985a).…”

Giving Voice to Non-traditional Students “Walking” the Narative Mediation Path. An Interpretative Phenomenological Analysis

“…Hyperprocessing and generation of constructive information represent relatively sophisticated strategies hypothesized to increase comprehension and integration of information (Christopoulos et al 1987). In contrast to more passive strategies (e.g.…”