An analysis was performed of multiple-choice tests in terms of the frequency theory of recognition memory. High and low ability children listened to sentences under different instructional sets (imagery rating and sentence repetition) and were later tested with multiple-choice alternatives: (1) either identical or similar in meaning to the…

Two experiments examined the effects of embedded and intact (outline) headings on the processing of complex text material by college students. Results indicated that embedded headings reliably improved delayed test performance. It was further found that instructions in the use of headings as processing aids facilitated test performance. (Author/PN)

This paper develops the thesis that the knowledge a person possesses has a potent influence on what he or she will learn and remember from exposure to discourse. After outlining some assumptions about the characteristics of the structures (schemata) in which existing knowledge is packaged, a theory of the processes involved in assimilating the…

Two experiments concerned with memory and comprehension of prose passages were conducted with children from second through seventh grade. In both experiments the major variable was the provision of appropriate frameworks for comprehending ambiguous sections of the passages. In the initial experiment, recognition of theme-congruent and…

Using schema theory as a contextual framework, three studies were conducted to examine the effects of two triggering mechanisms on transfer of learning across two noncontiguous passages: similar terminology for shared concepts and a brief review of the first passage read immediately before the second passage. The first two studies served to pilot…