ERIC Number: ED074443
Record Type: RIE
Publication Date: 1972-Dec
Reference Count: 0
The Role of Comprehension in Learning Concrete and Abstract Sentences.
Pezdek, Kathy; Royer, James M.
A previous study by Begg and Pavio found that subjects presented with concrete sentences were able to detect subsequent changes in meaning better than changes in wording. In contrast, with abstract sentences, wording changes were detected with greater facility than were changes in meaning. The present study assesses the effect of comprehension on the recognition of meaning and wording changes with concrete and abstract sentences. Part of a group of 120 undergraduates at the University of Massachusetts was presented with sentences embedded in a context paragraph designed to increase comprehension. Results indicated that recognition for meaning changes in abstract sentences was significantly higher for the sentence-embedded group than for the group presented the sentences without the paragraphs. There was no appreciable difference between the groups in recognition of wording changes in abstract sentences or of both meaning and wording changes in concrete sentences. The results are discussed in light of recent models which propose different storage mechanisms for concrete and abstract sentences. Appendixes illustrating wording and meanings test sentences, contextual material presented to the experimental treatment group, and tables of analysis of variance are also provided. (Author/HS)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Massachusetts Univ., Amherst. Dept. of Psychology.