Effects of sentence contexts on dominance in memory attributes were investigated. 40 second and 40 sixth graders learned a word list in the word or the sentence presentation followed by a recognition test to infer the dominance in memory attributes. For second graders the semantic attribute was dominant in the sentence presentation but there was no difference in dominance between the semantic and the acoustic attributes in the word presentation. For sixth graders the semantic attribute was dominant both in the word and the sentence presentations.
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