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| Cognitive Processes | 2 |
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| Difficulty Level | 2 |
| Recall (Psychology) | 2 |
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| Encoding (Psychology) | 1 |
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| Questioning Techniques | 1 |
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| Benton, Stephen L. | 3 |
| Blohm, Paul J. | 1 |
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Peer reviewedBenton, 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 reviewedBenton, Stephen L.; Blohm, Paul J. – Journal of Experimental Education, 1988
The differential effects of idea levels of pre-writing questions and number of questions upon measures of elaboration in writing were examined. The interaction between the level and number of pre-writing questions and processing time in three writing experiments with a total of 174 undergraduate students was assessed. (TJH)
Descriptors: Difficulty Level, Higher Education, Prose, Questioning Techniques
Peer reviewedBenton, Stephen L.; And Others – Journal of Educational Psychology, 1983
Seven experiments were performed to address three issues: prose decisions of different levels of difficulty, directed attention effect, and the effects of decisions on memorability of prose among relatively good and relatively poor readers. (Author/PN)
Descriptors: Attention, Cognitive Processes, Decision Making, Difficulty Level
