Abstract
Conducted 2 experiments in which 91 undergraduates (a) read aloud whole sentences, or (b) read aloud and completed sentences with a blank at the end. Ss who filled blanks learned significantly more. This result suggests that to fill a blank requires a person to comprehend the other words in a sentence whereas a person can read, I.e., render into speech, a complete sentence without comprehending the words. The alternative explanation that the facilitation associated with filling blanks was due to specific transfer was ruled out in the second experiment. (16 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 395-399 |
| Number of pages | 5 |
| Journal | Journal of Educational Psychology |
| Volume | 62 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 1971 |
Keywords
- learning facilitation, college students
- meaningful processing of sentences &
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology