Background: researches on memory have had useful findings in helping the learners to successfully retrieve materials during examination. Objectives: the present paper aimed to examine the effect of question type the level of processing and the conceptual context of the question on students memory performance. Results: the results showed that the effect of processing level was significant. However question type and conceptual context of the question were not independently significant. Moreover the interaction between conceptual context and type of the question as well as the interaction between the conceptual context and the level.
zare,H , sarmadi,M , farajollahi,M and achaak,O . (2012). Effects of question type level of processing and conceptual context on students memory performance. Quarterly of Educational Measurement, 3(10), 37-54.
MLA
zare,H , , sarmadi,M , , farajollahi,M , and achaak,O . "Effects of question type level of processing and conceptual context on students memory performance", Quarterly of Educational Measurement, 3, 10, 2012, 37-54.
HARVARD
zare H, sarmadi M, farajollahi M, achaak O. (2012). 'Effects of question type level of processing and conceptual context on students memory performance', Quarterly of Educational Measurement, 3(10), pp. 37-54.
CHICAGO
H zare, M sarmadi, M farajollahi and O achaak, "Effects of question type level of processing and conceptual context on students memory performance," Quarterly of Educational Measurement, 3 10 (2012): 37-54,
VANCOUVER
zare H, sarmadi M, farajollahi M, achaak O. Effects of question type level of processing and conceptual context on students memory performance. Quarterly of Educational Measurement. 2012;3(10):37-54 (In Persian).
