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Niles, Jerome A.; And Others – 1978
A study examined the effects of within domain processing on the recall of idea units as well as the potential reversals in performance resulting from the passing of time. Subjects for the experiment were 89 undergraduate students randomly assigned to six conditions related to target words in a reading passage: counting e's, determining the…
Descriptors: Cognitive Processes, Higher Education, Memory, Prose
Peer reviewed Peer reviewed
Christie, Daniel J.; Schumacher, Gary M. – Journal of Reading Behavior, 1978
This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Elementary Education
Adams, Marilyn Jager; Collins, Allan – 1977
This paper provides a general description of schema-theoretic models of language comprehension and examines some extensions of such models to the study of reading. The goal of schema theory is to specify the interface between the reader and the text: to specify how the reader's knowledge interacts with and shapes the information on the page and to…
Descriptors: Cognitive Processes, Comprehension, Models, Prose
Goetz, Ernest T. – 1977
Two studies investigated whether variations in the importance of inferences and the salience of premises within a text would affect the probability that the inference would be made. Six stories of about 500 words were used, with eight variations of each story. The target inference, and its plausibility, was constant across all versions. Inference…
Descriptors: Cognitive Processes, Memory, Prose, Reading Comprehension
Burton, John K.; And Others – 1981
"Levels of processing" is an explanatory framework postulating that differences in memory processing quality or effort affect the duration of the memory trace. Using recall (immediate, one week, or two week) for connected discourse processed under three semantic and three orthographic interference conditions, as well as a noninterference…
Descriptors: Cognitive Processes, Language Processing, Learning Theories, Memory
Pichert, James W. – 1979
Two studies assessed third, fifth, and seventh grade children's sensitivity to relative importance in prose. Children rated importance similarly to adults when assigned perspectives from which to read. The children's ratings were not necessarily idiosyncratic: they agreed more with each other than with adults rating the same material.…
Descriptors: Children, Cognitive Processes, Elementary Education, Perspective Taking
Peer reviewed Peer reviewed
Jenkins, Joseph R.; Bausell, R. Barker – Journal of Reading Behavior, 1976
Descriptors: Cognitive Processes, Higher Education, Learning, Postsecondary Education
Peer reviewed Peer reviewed
Benton, Stephen L.; And Others – Journal of Educational Psychology, 1983
Three experiments were performed to investigate differential recall of prose materials as a function of the number of decisions made about the content during reading. Results indicated that (1) recall is increased as the number of decisions is increased and (2) the effects on recall are noted only in conditions requiring decisions. (Author/LC)
Descriptors: Cognitive Processes, Decision Making, Encoding (Psychology), Higher Education
Peer reviewed Peer reviewed
Omanson, Richard C. – Discourse Processes, 1982
Presents an analysis of prose narratives that allows content to be identified as central and provides a priori rationale for why the content is central. Investigates which content is supportive of, or distracting to, the central content. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Evaluation Methods, Learning Theories
Collins, Allan; And Others – 1977
This report examines the theory that when people understand a text, they create a complex scenario (or model) within which the events described might plausibly occur. In order to study construction and revision of such models, five subjects were given difficult-to-understand texts, and were later asked to discuss the processing they went through…
Descriptors: Case Studies, Cognitive Processes, Models, Prose
Spiro, Rand J.; Esposito, Joseph – 1977
The hypothesis that pragmatic inferences presented in text are taken for granted, superficially processed, and not stably or enduringly represented in memory was investigated. Stories were read which in some conditions contained information vitiating the implicational force of explicit inferences. The vitiating information was presented either…
Descriptors: Cognitive Processes, College Students, Memory, Prose
Christie, Daniel J.; Schumacher, Gary M. – 1975
The purpose of this study was to isolate factors responsible for the discrepant results reported in the advanced organizer literature, and to identify processes children employ when attempting to recall connected verbal materials. The subjects were 64 middle-class children randomly selected from a local school system. An equal number of male and…
Descriptors: Advance Organizers, Cognitive Development, Cognitive Processes, Elementary Education
Peer reviewed Peer reviewed
Brozo, William G.; And Others – Journal of Reading, 1983
Suggests that chunking might improve the reading comprehension of good as well as poor readers. (FL)
Descriptors: Academic Aptitude, Cognitive Processes, College Students, Higher Education
Annis, Linda Ferrill – 1986
A study investigated the relationship between high and low reading ability and the study techniques of reading, the usual method of note taking, and student-generated paragraph summaries on the six levels of cognitive learning from textual material as measured by Bloom's "Taxonomy." Subjects, 84 college students enrolled in an…
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Learning Theories
Peer reviewed Peer reviewed
Gagne, Ellen D.; Britton, Bruce K. – Contemporary Educational Psychology, 1982
An experiment was conducted to examine how objectives influence organization of information recalled from text. Objectives were hypothesized to affect sequence of attention, rehearsal during a review period, and to serve as retrieval cues. Results indicated that organization by objectives occurs during rehearsal but not encoding or retrieval…
Descriptors: Cognitive Processes, Experimental Groups, Higher Education, Learning Activities
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