The effects of number signals on text recall were investigated using college-age subjects who read and recalled two texts containing 10 target sentences each. Results demonstrated that number signals directed attention to the sentences they marked, led to better encoding of target information, and influenced the process recall. (Author/LMO)

In two experiments, undergraduates who completed the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences that were almost always completed with the wrong words. (Author/GDC)

Root word vocabulary was studied in two normative samples (English-speaking, wide socioeconomic range) and in an advantaged sample. Findings suggest that greater efforts should be made to foster vocabulary acquisition in the primary years, and that a rough vocabulary curriculum sequence can be identified for the elementary years. (Author)

This study examined the degree to which student performance in constructing macrostructures in Chinese prose is affected by three text features: number of ideas, metaphoric expressions and advance organizer. Results showed that fewer ideas facilitated macroprocessing, metaphors did not influence idea organization, and advance organizer resulted in…