Recognition of Sentences from Text after Massed Vs Spaced Readings
Bibliographic Data
| ID | 10124228 |
|---|---|
| Authors | William Scott Terry |
| Year | 1983 |
| Volume | 109 |
| Issue | 1 |
| Pages | 67-71 |
| Publication date | 1983-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1983.9711510 |
| PMID | 28150558 |
| OpenAlex | W2060794414 |
| Language | EN |
| References cited | 7 |
College students read two 600-word passages, and then were tested for recognition of verbatim sentences from the passages, as well as paraphrased and distractor sentences. In different groups, a target passage was read once, or twice with the readings being immediately successive (massed), or separated by an intervening reading (spaced). The Ss showed more recognition of verbatim than paraphrased and distractor sentences. Massed repetition increased recognition scores of verbatim sentences relative to either spaced repetition or a single reading of the target passage. Spaced repetition decreased (false) recognition of paraphrases as compared to the other two conditions. Overall, two readings of the text improved the verbatim-paraphrase discrimination
Cognitive psychology · Linguistics · Natural language processing · Paraphrase · Reading (process · Repetition (rhetorical device · Speech recognition · Word (group theory · Word recognition · Computer Science · Educational Strategies and Epistemologies · Philosophy · Psychology · Reading and Literacy Development · Text Readability and Simplification
| Highly cited | No |
|---|