The work of Rothkopf and Frase is reviewed to introduce and refine the concept of mathemagenic behaviour as it developed in the instructional literature. A theoretical underpinning is provided for this concept from studies involving models of memory, and its integration into a broader stream of research is illustrated. The heuristic value of such an integration is shown by consideration of the problem of the poor reader; a detailed analysis of some recent experiments provides leads for future empirical investigations and some developmental applications.
Get full access to this article
View all access options for this article.
References
1.
AllenD. I.Some effects of advance organizers and level of question on the learning and retention of written social studies material. Journal of Educational Psychology, 1970, 61, 333–339.
2.
AndersonR. C.KulhavyR. W.Imagery and prose learning. Journal of Educational Psychology, 1972, 63, 242–243.
3.
ArnoldP. G.BowerG. H.Perceptual conditions affecting ease of association. Journal of Experimental Psychology, 1972, 93, 176–180.
4.
AtkinsonR. C.ShiffrinR. M.The control of short-term memory. Scientific American, 1971, 225 (2), 82–90.
5.
FraseL. T.Learning from prose material; length of passage, knowledge of results, and position of questions. Journal of Educational Psychology, 1967, 58, 266–272.
6.
FraseL. T.Effect of question location, pacing, and mode upon retention of prose material. Journal of Educational Psychology, 1968, 59, 244–249.
7.
FraseL. T.Cybernetic control of memory while reading connected discourse. Journal of Educational Psychology, 1969, 60, 49–55. (a).
8.
FraseL. T.Paragraph organization of written materials: The influence of conceptual clustering upon the level and organization of recall. Journal of Educational Psychology, 1969, 60, 394–401. (b).
9.
FraseL. T.Structural analysis of the knowledge that results from thinking about text. Journal of Educational Psychology, 1969, 60, 6, Monograph, 1–16. (c).
10.
FraseL. T.Influence of sentence order and amount of higher level text processing upon reproductive and productive memory. American Educational Research Journal, 1970, 7, 307–319.
11.
FraseL. T.Effect of incentive variables and type of adjunct question upon text learning. Journal of Educational Psychology, 1971, 62, 371–375.
12.
FraseL. T.SilbigerF.Some adaptive consequences of searching for information in a text. American Educational Research Journal, 1970, 7, 553–560.
13.
GagnéR. M.WiegandV. K.Effects of a superordinate context on learning and retention of facts. Journal of Educational Psychology, 1970, 61, 406–409.
14.
KatzL.WicklundD. A.Word scanning rate for good and poor readers. Journal of Educational Psychology, 1971, 62, 138–140.
15.
KatzL.WicklundD. A.Letter scanning rate for good and poor readers in grades two and six. Journal of Educational Psychology, 1972, 63, 363–367.
16.
KolersP. A.Experiments in reading. Scientific American, 1972, 227 (1), 84–91.
17.
MoraskyR. L.WillcoxH. H.Time required to process information as a function of question placement. American Educational Research Journal, 1970, 7, 561–567.
18.
NolandE. C.SchuldtW. J.Sustained attention and reading retardation. Journal of Experimental Education, 1971, 40, 73–76.
19.
RothkopfE. Z.Learning from written instructive materials: An exploration of the control of inspection behaviour by test-like events. American Educational Research Journal, 1966, 3, 241–250.
20.
RothkopfE. Z.BisbicosE. E.Selective facilitative effects of interspersed questions on learning from written materials. Journal of Educational Psychology, 1967, 58, 56–61.
21.
SheehanP. W.Role of imagery in incidental learning: Replication and extension of an effect. Journal of Experimental Psychology, 1972, 95, 226–228.
22.
WeinsteinR.RabinovitchM. S.Sentence structure and retention in good and poor readers. Journal of Educational Psychology, 1971, 62, 25–30.
23.
WelfordA. T.Fundamentals of skill. London: Methuen, 1968.
