Forgetting of Prose as a Function of Verbatim or Paraphrased Test Items
Bibliographic Data
| ID | 10124788 |
|---|---|
| Authors | Thomas Andre (0000-0003-4148-3662, SUNY Cortland, corresponding author) |
| Year | 1976 |
| Volume | 95 |
| Issue | 1 |
| Pages | 5-19 |
| Publication date | 1976-07-01 |
| 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 | 10.1080/00221309.1976.9710862 |
| OpenAlex | W2059574787 |
| Language | EN |
| References cited | 12 |
In two experiments, men and women college students were tested for retention of an original passage following study of either an interfering or a neutral passage. Ss were tested with both verbatim and paraphrased versions of the original passage stimuli. In Experiment 1 (N = 116) retroactive inhibition was found for the verbatim, but not for the paraphrased test items. The failure to find retroactive inhibition on the paraphrased items was attributed to a floor effect. In Experiment 2 (N = 88) procedures designed to increase overall performance were introduced and significant retroactive inhibition was found for both item types. The fact that retroactive inhibition occurred for the paraphrased items for which the Ss must learn the meaning confirmed the prediction that retroactive inhibition would occur for meaningfully learned, as well as rotely learned, materials. The results were interpreted as supporting an interference theory explanation of the forgetting of meaningfully learned prose
Cognition · Cognitive psychology · Forgetting · Function (biology · Interference theory · Meaning (existential · Test (biology · Working memory · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Social Psychology · Visual and Cognitive Learning Processes
| Highly cited | No |
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