@article{380a1d53c9aa49e28619f53059537cfe,
title = "Recall of previously unrecallable information following a shift in perspective",
abstract = "College undergraduates read a story about two boys playing hooky from school from the perspective of either a burglar or a person interested in buying a home. After recalling the story once, subjects were directed to shift perspectives and then recall the story again. In two experiments, subjects produced on the second recall significantly more information important to the second perspective that had been unimportant to the first. They also recalled less information unimportant to the second perspective which had been important to the first. These data clearly show the operation of retrieval processes independent from encoding processes. An analysis of interview protocols suggested that the instruction to take a new perspective led subjects to invoke a schema that provided implicit cues for different categories of story information.",
author = "Anderson, {Richard C.} and Pichert, {James W.}",
note = "Funding Information: It has been known since the turn of the century that the important elements of a prose passage are more likely to be learned and remembered than the unimportant elements (Binet & Henri, 1894; Thieman & Brewer, in press). Recent years have seen increasingly precise formulations of the notion of importance in terms of story schemata (Mandler & Johnson, 1977; Rumelhart, 1975), propositional analysis schemes (Kintsch, 1974), and text grammars (Grimes, 1975; Meyer, 1975; Van Dijk, 1972). These systems yield structural descriptions of the content of a text, but they do not pinpoint the mechanisms by which importance has its effect. Possible explanations for the primacy of important text information abound in the literature. However, these explanations are notable for their infor- Address requests for reprints to Dr. Richard C. Anderson, Center for the Study of Reading, 51 Getty Drive, Illinois 61820. The research reported herein was supported in part by the National Institute of Education under Contract No. MS-NIE-C-400-76-0116 and Grant No. HEW-NIE-G-74-0007. The authors wish to thank Larry Shirey for his assistance in interviewing subjects and scoring recall protocols and Andrew Ortony and Rand Spiro for their helpful comments on a draft of this paper.",
year = "1978",
month = feb,
doi = "10.1016/S0022-5371(78)90485-1",
language = "English (US)",
volume = "17",
pages = "1--12",
journal = "Journal of Verbal Learning and Verbal Behavior",
issn = "0022-5371",
publisher = "Academic Press Inc.",
number = "1",
}