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Abstract

42 undergraduates were presented one of two 25-sentence versions of a fictitious town. One version (route) described the town as a driver might encounter it, while the other (survey) received a geographic description. Sentences were printed one to a card and read aloud. Feedback included (1) limited access to a map, (2) limited opportunity to review previously read sentences, or (3) presentation of entire text after processing. Memorial representation was assessed by either propositional recall or inferential reasoning. In this study subjects also reviewed the text prior to either the prepositional recall or inferential memory task. Recall for the survey version was enhanced, but there was no reliable effect on inferential reasoning. Although not statistically significant, the text by feedback interactions suggested both complementary and supplementary effects of assistance should be studied further.

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Assisting Text Processing: What Do We Need to Consider

Abstract

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