Abstract
Programmed prose, a new technique similar in some ways to the cloze technique, was investigated as a method for manipulating attention during reading. It was anticipated that programmed prose would act to increase attention in low motivation conditions, where attention would be expected to wane, and thereby facilitate learning. It was also expected that programmed prose would act as a distractor under high motivation conditions, where attention would not be expected to wane, and thereby inhibit learning. Fifty-eight college students were presented a 1720 word passage to read. Two groups received the passage in a regular prose format. One of these groups was told they would be paid on the basis of how well they did on the retention test. Two other groups received the passage in a programmed prose format. One of these two groups was also told that they would be paid on the basis of how well they did on the retention test. The programmed prose facilitated learning under the low motivation conditions and inhibited learning under the high motivation condition, as had been anticipated.