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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ466317
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Impact of Concreteness on Comprehensibility, Interest, and Memory for Text: Implications for Dual Coding Theory and Text Design.
Sadoski, Mark; And Others
Journal of Educational Psychology, v85 n2 p291-304 Jun 1993
The comprehensibility, interestingness, familiarity, and memorability of concrete and abstract instructional texts were studied in 4 experiments involving 221 college students. Results indicate that concreteness (ease of imagery) is the variable overwhelmingly most related to comprehensibility and recall. Dual coding theory and schema theory are discussed. (SLD)
Descriptors: Abstract Reasoning, Content Analysis, Encoding (Psychology), Familiarity, Higher Education, Imagery, Interests, Memory, Reading Comprehension, Text Structure, Undergraduate Students
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Concreteness (Language); Dual Coding Theory; Schema Theory