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Abstract

The effect of review procedures on recall of prose was investigated. After reading a passage, 42 undergraduate volunteers were randomly assigned to one of three conditions, those receiving questions following reading, those receiving interactive questions following reading, and a control. After the review session, subjects in all three conditions completed a free recall of the original passage. One week later, all subjects returned and another free recall was obtained. For repeated-measures univariate analyses of variance showed significant effects for groups, time, and their interaction in logical intrusions. The results support the notion that review procedures elaborate schemata and enhance recall.

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Employing Review Procedures in Elaboration of Prose Schemata

Abstract

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