Generative underlining strategies in prose recall

John P. Rickards, Gerald J. August

Research output: Contribution to journalArticle

56 Scopus citations

Abstract

Used 90 undergraduates to compare S-generated vs E-provided underlining of sentences (1/paragraph) that were least or most important to the overall structure of the passage presented. Additionally, some Ss were instructed to underline any 1 sentence in each paragraph, while others were asked simply to read the passage. The former group of readers recalled significantly more nonunderlined material than any other group, thereby suggesting that idiosyncratic assimilation was maximized by this condition. On the other hand, those directed to underline the least important sentences evidenced severely debilitated performance apparently because the task demand associated with this condition was contrary to normal underlining activity. (15 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)860-865
Number of pages6
JournalJournal of Educational Psychology
Volume67
Issue number6
DOIs
StatePublished - Dec 1 1975

Keywords

  • E-provided vs S-generated underlining of sentences least vs most important to passage structure vs reading alone, prose recall, college students

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