Abstract
Recent research has suggested that it is possible to construct pairs of sentences whose information is mutually interfering; and that students typically do not process such sentences in ways that are likely to reduce the interference. The present study was conducted to determine whether the provision of contextual aids would help students reduce intersentence interference. Consistent with predictions, when students were presented sentences in distinctive contexts (i.e., activities framed in different specific locations), no interference was observed. In contrast, the usual interference effect was obtained when the sentences were given in either no context or a non distinctive context.
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