Concretization and sentence learning

Research output: Contribution to journalArticle

Abstract

Constructed 1-3 word modifiers that were judged to have the effect of making the subject noun phrase in each of a series of sentences more denotatively specific. In Exp I with 47 undergraduates, Ss who received sentences containing concrete modifiers recalled significantly more words than those who received unmodified sentences, provided that the modifier was part of the retrieval cue. In Exp II with 28 undergraduates, Ss who were exposed to concretely modified sentences recalled significantly more words than Ss who had seen redundantly modified sentences. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)179-183
Number of pages5
JournalJournal of Educational Psychology
Volume66
Issue number2
DOIs
StatePublished - Apr 1 1974

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Keywords

  • redundantly vs concretely modified sentences, sentence learning recall, college students

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Concretization and sentence learning. / Anderson, Richard C.

In: Journal of Educational Psychology, Vol. 66, No. 2, 01.04.1974, p. 179-183.

Research output: Contribution to journalArticle

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