Mastery Quizzing as a Signaling Device to Cue Attention to Lecture Material

Teaching of Psychology

Volumn 36, Issue 1, 2009, Pages 29-32

  Nevid, Jeffrey S ^a   Mahon, Katie ^a  

^a ST JOHN'S UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61449258281     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1080/00986280802529152     Document Type: Article

References (9)

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2. Geiger O. G. Bostow D. E. (1976). Contingency-managed college instruction: Effects of weekly quizzes on performance on examination. Psychological Reports, 39, 707–710.
3. Iidaka T. Anderson N. D. Kapur S. Cabeza R. Craik F. I. M. (2000). The effect of divided attention on encoding and retrieval in episodic memory revealed by positron emission tomography. Journal of Cognitive Neuroscience, 12, 267–280.
4. Kouyoumdjian H. (2004). Influence of unannounced quizzes and cumulative exam on attendance and study behavior. Teaching of Psychology, 31, 110–111.
5. Narloch R. Garbin C. P. Turnage K. D. (2006). Benefits of prelecture quizzes. Teaching of Psychology, 33, 109–112.
6. Nevid J. S. Lampmann J. L. (2003). Effects on content acquisition of signaling key concepts in text material. Teaching of Psychology, 30, 227–230.
7. Scerbo M. W. Warm J. S. Dember W. N. Grasha A. F. (1992). The role of time and cuing in a college lecture. Contemporary Educational Psychology, 17, 312–328.
8. Thorne B. M. (2000). Extra credit exercise: A painless pop quiz. Teaching of Psychology, 27, 204–205.
9. Wilder D. A. Flood W. A. Stromsnes W. (2001). The use of random extra credit quizzes to increase student attendance. Journal of Instructional Psychology, 28, 117–120.