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Peer reviewedDean, Raymond S.; Kulhavy, Raymond W. – Journal of Educational Psychology, 1981
In two experiments, undergraduates did/did not create a maplike representation while learning a passage, and were either forced to study the map, instructed to study, or given no map prior to reading. Free-recall data showed that forced map study benefited learners with low vocabulary scores. (Author/GK)
Descriptors: Higher Education, Intentional Learning, Learning Processes, Prose
