Allocation of attention during reading

Research output: Contribution to journalArticlepeer-review

Abstract

This paper examines the theory that important text information is better learned than less important information because readers devote more attention to important information. Previous research showing that more attention is paid to important information is inconclusive because the extra attention could be an epiphenomenon. New research indicates that attention is on the causal path between adjunct questions and learning, but is not on the causal path between the interestingness of the material and learning.

Original languageEnglish (US)
Pages (from-to)292-305
Number of pages14
JournalAdvances in Psychology
Volume8
Issue numberC
DOIs
StatePublished - Jan 1 1982

ASJC Scopus subject areas

  • Psychology(all)

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