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| Difficulty Level | 1 |
| Higher Education | 1 |
| Learning Activities | 1 |
| Learning Motivation | 1 |
| Performance Factors | 1 |
| Prose | 1 |
| Readability | 1 |
| Reading Comprehension | 1 |
| Reading Processes | 1 |
| Retention (Psychology) | 1 |
Source
| Journal of Educational… | 1 |
Author
| Fass, Warren | 1 |
| Schumacher, Gary M. | 1 |
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| Journal Articles | 1 |
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Peer reviewedFass, Warren; Schumacher, Gary M. – Journal of Educational Psychology, 1978
Undergraduates read a prose passage and were tested on its contents. Difficulty, permission to underline key phrases, and financial motivation were varied. Non-highly motivated subjects performed better on the easy version; underlining aided highly motivated subjects and those reading the difficult version. (Author/RD)
Descriptors: Difficulty Level, Higher Education, Learning Activities, Learning Motivation
