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The results of 4 experiments, which involved 239 college students, indicate that the presence of a connective such as because increases the activation level of the 1st clause when placed between 2 clauses of a sentence. Immediately after reading 2 clauses that were either linked or not linked by a connective, Ss judged whether a probe word had been mentioned in 1 of the clauses. The recognition probe times to the verb from the 1st statement were faster when a connective had conjoined the statements than when the statements constituted 2 separate sentences. Exp 2 indicated that the reactivation of ...

The results of 4 experiments, which involved 239 college students, indicate that the presence of a connective such as because increases the activation level of the 1st clause when placed between 2 clauses of a sentence. Immediately after reading 2 clauses that were either linked or not linked by a connective, Ss judged whether a probe word had been mentioned in 1 of the clauses. The recognition probe times to the verb from the 1st statement were faster when a connective had conjoined the statements than when the statements constituted 2 separate sentences. Exp 2 indicated that the reactivation of ...

Recall and learning from television, audio and print news was measured to determine how much is recalled by Kenyan and American college students. For both groups, recall from television and print was similar and significantly higher than from an audio source. ...

The results of 4 experiments, which involved 239 college students, indicate that the presence of a connective such as because increases the activation level of the 1st clause when placed between 2 clauses of a sentence. Immediately after reading 2 clauses that were either linked or not linked by a connective, Ss judged whether a probe word had been mentioned in 1 of the clauses. The recognition probe times to the verb from the 1st statement were faster when a connective had conjoined the statements than when the statements constituted 2 separate sentences. Exp 2 indicated that the reactivation of ...

The results of 4 experiments, which involved 239 college students, indicate that the presence of a connective such as because increases the activation level of the 1st clause when placed between 2 clauses of a sentence. Immediately after reading 2 clauses that were either linked or not linked by a connective, Ss judged whether a probe word had been mentioned in 1 of the clauses. The recognition probe times to the verb from the 1st statement were faster when a connective had conjoined the statements than when the statements constituted 2 separate sentences. Exp 2 indicated that the reactivation of ...

The effect of text organization on text comprehension of Japanese and American readers was presented with respect to implications for technical communications. The experiment was investigated for inductive versus deductive text organization. Japanese recalled more information when expository text was organized inductively while American readers were unaffected by text organization. ...

Subjects read brief paragraphs containing contradictory statements. Many of the subjects failed to notice the contradiction. On a subsequent recall test, nondetectors frequently either recalled only one or neither of the contradictory statements or explained the contradiction away. The construction-integration model of discourse comprehension is used to simulate these results. Failures to detect contradictions are accounted for by assuming that nondetectors believe too strongly in the global text interpretations they create or in their prior beliefs. In the model, this means that their comprehension processes are normal, except that one normal component of comprehension—differential weighting of important statements—is exaggerated. ...

This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in reading skill. Participants' text comprehension was assessed with open-ended comprehension questions that measure different levels of comprehension (i.e., text-based, local-bridging, global-bridging). Results indicated: (a) reading a high-cohesion text improved text-based comprehension; (b) overall comprehension was positively correlated with participants' prior knowledge, and (c) the degree ...