Investigates the influence of metaphors on text processing. Varies the degree of explicitness provided between a metaphor and new information. Finds that metaphors increase learning of the idea units strongly related to the metaphors, and thus can be used to increase learning of particular material in text. (SR)

Investigates the relationship between text type, tone, and readers' responses of 58 students. Finds that narrative and expository text were not responded to differently. Finds that subjects made fewer text-based and more reader-based statements when reading descriptive text than when reading expository or narrative text. (MG)

Investigates two characteristics of texts--structural importance and text-based interest--that affect what students remember from their reading of biography. Finds that interest has a powerful effect on recall for both good and poor readers. Finds that seductive details and main ideas were best remembered whereas details supporting the main idea…

Examines the relationship among sources of interest, perceived interest, and text recall. Reveals (through factor analysis) six different sources of interest. Suggests sources of interest affect perceived interest, which in turn affects recall. Suggests that text structure appears to play an important role in perceived situational interest and,…

Examines the effects on comprehension of instructing native English speakers in the organization of a scientific journal article written in French. Finds a significant main effect for instruction in text structure when the text was in canonical experimental report order and no significant difference when the text order was scrambled. (RS)