Perceived Saliency of Classroom Misconducts
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In order to investigate the saliency of disruptive activities relative to other lesson occurences, high school students were asked to recall a script describing the activities of a regular class period. The findings revealed a relative high retention rate of disruptive activities performed by students, as well as increased recall of teacher reactions to these activities in comparison with lesson related behaviors. The degree of retention of a statement within the script was positively correlated with the pre‐judged severity of the described behavior. The data highlight the feasibility of utilizing an information processing approach and its methodology to the investigation of classroom disruptions. 1985 British Educational Research Association
author list (cited authors)
Geva, N., & Smilansky, J.