ERIC Number: ED103820
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
Effects of Contextual Knowledge on Comprehension and Retention of Text Material.
Sherman, Jay L.
The purpose of this study was to determine the effects of contextual knowledge on comprehension and retention of text material. The subjects were 144 high school students randomly assigned to experimental conditions. The subjects were provided with different types of information about the theme and context of various prose passages, and predictions were made as to the relative effectiveness of the different types of contextual information. This information was provided in either verbal or pictorial form, with both concrete and abstract forms of each used. The subjects received this information either before or immediately after reading short prose passages which were also highly abstract or highly concrete. The retention measures were total words recalled, total words recalled in order, idea units correctly recalled, and types of intrusions produced. The results indicated that subjects receiving pictorial organizers recalled more than those receiving verbal organizers, recall was greater for concrete paragraphs than for abstract paragraphs, and knowledge of the theme and context of a particular passage was shown to be critical for comprehension. (WR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., April 1975)