ERIC Number: ED329941
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Elaborative Inferences on an Expository Text. Technical Report No. 530.
Durgunoglu, Aydin Y.; Jehng, Jihn-Chang J.
This study investigated, with a dissociation paradigm, the distinction between remembering the information in a text, and learning from a text and applying the acquired knowledge (e.g., by making inferences). After reading an expository text, subjects (110 undergraduates) performed either a memory (recognition) or an inferencing (verification) test. The effects of the same variables on the performance on the two tasks were compared. Results showed that the variables that affect performance on a recognition test are not similar to the variables that affect performance on a verification test. Text organization tended to affect recognition but not verification test performance. When verifying nonstudied items by inferencing, the richness of the available text information and the type of processing required to make the inference were important. (Three tables of data are included and 33 references are attached.) (SR)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.