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Peer reviewed Peer reviewed
ERIC Number: EJ504879
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0034-0553
EISSN: N/A
Concreteness Effects in Text Recall: Dual Coding or Context Availability?
Sadoski, Mark; And Others
Reading Research Quarterly, v30 n2 p278-88 Apr-Jun 1995
Extends an earlier study by using different materials, ratings for familiarity, and more stringent experimental controls. Finds concreteness effects in two experiments using undergraduate students. Suggests that familiarity and concreteness contribute separately to recall. Supports a dual coding theory. Discusses implications for text design. (RS)
Descriptors: Higher Education, Reader Text Relationship, Reading Comprehension, Reading Research, Reading Skills, Recall (Psychology), Text Structure
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A