In 2 experiments with a total of 140 undergraduates, Ss who completed the last words of sentences they read learned more than Ss who simply read whole sentences. This facilitation was observed even with sentences that were almost always completed with the wrong words. However, proactive interference attributable to acquisition errors appeared on recall and recognition tests administered after a 1-wk interval. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- depth of processing &
- interference effects in learning &
- remembering of sentences, college students
ASJC Scopus subject areas
- Developmental and Educational Psychology