Abstract
Although it is generally assumed that interest has considerable importance in human learning, there is very little empirical evidence on the role of interest. It is suggested that the lack of evidence is largely due to difficulties in defining and manipulating interest in experimental research designs. In the present study Ss were required to read three prose passages of widely differing content. It was found that the contents of each passage were retained more accurately by learners who ranked them high in degree of interest than by Ss who ranked the same passage lower.
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