INTERACTIVE EFFECTS OF GRAPHIC ORGANIZERS AND DELAYED REVIEW ON CONCEPT APPLICATION

In 2 experiments, the effects of review occasion (immediate vs. delaye d) and study materials (text alone vs. text plus outlines vs. text plu s graphic organizers) on students' application of concepts were invest igated. Undergraduates studied I of the 3 sets of study materials, rev iewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for th e students who viewed text plus graphic organizers but not for those w ho viewed only text or text plus outlines. The students who delayed th eir review of graphic organizers were more likely to report using nonm emorization study strategies than those who reviewed immediately.