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).
- directed vs nondirected perspective instructions in passage reading, learning &
- recall of text elements, college students
ASJC Scopus subject areas
- Developmental and Educational Psychology