ERIC Number: ED070059
Record Type: RIE
Publication Date: 1971-Dec
Reference Count: 0
Children's Processing of Prose: The Effects of Question Arousal, Text Complexity, and Learner Strata on Short- and Long-Term Retention.
Farley, Frank H.; Eischens, Roger R.
Evidence has accumulated indicating that high arousal or activation facilitates long-term retention (LTR) but depresses short-term retention (STR) relative to low activation in list learning. The present study extended this research to the learning and retention of text by children. It specifically investigated the effects of questions inserted into prose material on STR and LTR. Two hundred and ninety third to sixth grade students read two passages. Subjects were randomly assigned to conditions and answered questions inserted in both, either, or neither passage. Grades five through six read more complex versions of the passages. Subjects completed a 25-item multiple-choice retention test immediately (STR) and one week later (LTR). An ANOVA and post-hoc pair-wise comparisons revealed the group answering questions in both passages scored significantly higher on both STR and LTR than controls, indicating a facilitative effect of adjunct questions. A text complexity and learner strata interaction was suggested. The complexity of such activation research with text was discussed in terms of the conditions of testing and the nature of questions. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Project on Motivation and Individual Differences in Learning and Retention