First- (n = 11) and fourth-year education students (n = 6) and experienced teachers (n = 6) were asked to read and recall typical and atypical case studies (protocols) to investigate the hypothesis that experienced teachers, because they have superior ability to pattern the information, would recall more of the typical cases than inexperienced subjects. Analysis of variance indicated that there was a significant main effect and a significant interaction, although these effects were not as hypothesized. The results are discussed with reference to previous research on information processing.
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