Taking different perspectives on a story

James W. Pichert, Richard C. Anderson

Research output: Contribution to journalArticlepeer-review


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 languageEnglish (US)
Pages (from-to)309-315
Number of pages7
JournalJournal of Educational Psychology
Issue number4
StatePublished - Aug 1977
Externally publishedYes


  • directed vs nondirected perspective instructions in passage reading, learning &
  • recall of text elements, college students

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'Taking different perspectives on a story'. Together they form a unique fingerprint.

Cite this