This paper attempted to offer a theoretical framework on the action of Orienters on initiating attentional processes. (Author/RK)

This experiment investigated the assumption that children's learning and retention of prose material can be differentially affected by varying discrepancy from expectation (as established by an advance organizer). It was hypothesized that a passage which differed significantly from expectation would produce heightened arousal, which should in turn…

Adolescent subjects, randomly assigned to immediate or delayed recall conditions, were given two prose passages to recall, one after reading, the other after listening. As hypothesized, for a difficult recall task involving connected prose, recall after reading was superior, both for total units recalled and for number of errors. (Author/SJL)

The results support the hypothesis that the oral review of prose material has a positive influence on retention as measured by cued-recall questions. (RC)

Fifty-seven secondary school students were involved in a study that examined the effects of three types of initial tests on later retention: a short answer test, a multiple choice test, and a full free recall test. Questions on the first two of these tests covered only half of the passage contents. The subjects studied a brief history text before…

The effects on short- and long-term recall of words varying in arousal value inserted into prose were studied in 720 fifth-grade children. A 2 x 2 x 2 x 3 design was used consisting of two levels of word arousal value (high and low), two retention intervals (immediate and one week), two directions of the to-be-recalled words from the inserted…

The effects of relevant active questions, those which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both short- and long-term (ten month) situations for subjects of high and low reading ability in the intermediate grades. (RAO)

A prose retention study of 12-year-old students indicated that recall is greater for main details than for elaborations. Results are discussed in terms of models of the storage of the story and thematic materials in memory. (Author/DB)