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 language | English (US) |
|---|---|
| Pages (from-to) | 860-865 |
| Number of pages | 6 |
| Journal | Journal of Educational Psychology |
| Volume | 67 |
| Issue number | 6 |
| DOIs | |
| State | Published - Dec 1975 |
Keywords
- E-provided vs S-generated underlining of sentences least vs most important to passage structure vs reading alone, prose recall, college students