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ERIC Number: ED221840
Record Type: RIE
Publication Date: 1982-Oct
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Reading in Perspective: What Real Cops and Pretend Burglars Look for in a Story. Technical Report No. 266.
Goetz, Ernest T.; And Others
Two experiments using the same design and subjects drawn from the same populations tested two accounts of schema-directed text processing, the selective attention hypothesis that suggests readers identify text elements as important or unimportant on the basis of an engaged, operative, or subsuming schema; and the slot-filling hypothesis that states that important elements are learned simply because the subsuming schema provides a slot for them. In the first experiment, 16 policemen, 20 real estate students, and 19 education undergraduates rated the relative importance of sentences in a story after being randomly assigned to one of three perspectives: burglar, prospective homebuyer, and no specified perspective. Results revealed that reader perspective is a powerful determinant of perceived importance. In the second experiment, subjects, divided equally among the three perspectives, read the passage on a PLATO screen, one sentence at a time, with the reading times for all sentences being automatically recorded. Their recall was also tested by means of a free-recall protocol. Results once again confirmed the importance of perspective, with readers spending more time on those portions of the text relevant to their assigned perspectives. Although not conclusive, these results support the selective attention hypothesis, while providing no support for the slot-filling hypothesis. (JL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Advanced Research Projects Agency (DOD), Washington, DC.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Perspective (Psychology)
Note: A version of this paper was presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 1981).