Abstract
Knowledge integration is the incorporation of related facts into comprehensive memory structures. This article examines the research on knowledge integration, particularly in relation to text comprehension. The paper is divided into four sections. The first two sections contrast the knowledge integration theories of Bransford and Franks with the more recent theory of Hayes-Roth and Thorndyke. Factors affecting the probability of integrating information from text are discussed in the third section. The final section presents conclusions and some practical implications for educators.
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