Depth of processing and interference effects in the learning and remembering of sentences

Janet H. Kane, Richard C. Anderson

Research output: Contribution to journalArticlepeer-review

Abstract

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).

Original languageEnglish (US)
Pages (from-to)626-635
Number of pages10
JournalJournal of Educational Psychology
Volume70
Issue number4
DOIs
StatePublished - Aug 1978
Externally publishedYes

Keywords

  • depth of processing &
  • interference effects in learning &
  • remembering of sentences, college students

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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