Abstract
In 2 experiments, 176 undergraduates read stories from 1 of 2 directed perspectives or no directed perspective. Results show that an idea's significance in terms of a given perspective determined whether the idea would be learned and, independently, whether it could be recalled 1 wk later. These results are interpreted to mean that alternative high-level schemata can provide frameworks for assimilating a text, perhaps by providing "slots" for different types of information. Later, the schema from which an instantiated memorial representation of a passage was constructed may furnish the retrieval plan for recovery of detailed information. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Original language | English (US) |
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Pages (from-to) | 309-315 |
Number of pages | 7 |
Journal | Journal of Educational Psychology |
Volume | 69 |
Issue number | 4 |
DOIs | |
State | Published - Aug 1977 |
Externally published | Yes |
Keywords
- directed vs nondirected perspective instructions in passage reading, learning &
- recall of text elements, college students
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology