Lorch, J. R. F., Pugzles Lorch, E., & Klusewitz, M. A. (1995). Effects of typographical cues on reading and recall of text. Contemporary Educational Psychology, 20(1), 51-64.

Lorch, J.; Pugzles Lorch, E.; Klusewitz, M.

1995

Lorch, J. R. F., Pugzles Lorch, E., & Klusewitz, M. A. (1995). Effects of typographical cues on reading and recall of text. Contemporary Educational Psychology, 20(1), 51-64.

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Effects of typographical cues on text memory were investigated. In Experiment 1, college students read a 4-page text, then were tested on memory for specific "target" statements. The text contained no underlining (control), or the targets were underlined (light signaling), or the targets and half of the nontarget sentences were underlined (heavy signaling). Cued recall was better in the light condition than in the control or heavy conditions, which did not differ. Experiment 2 replicated the control and light conditions using capitalization to signal targets. Texts were computer-presented to record sentence reading times. Reading was slower and memory was better on capitalized versus uncapitalized targets. The findings demonstrate that effects of typographical cues on memory are mediated by effects on attention during reading.

Each subject's recall protocol was scored for accurate recall of the 'gist' of the content of the 28 statements. Signalling effects were found in the Light Underlining condition. When only a small proportion of statements in the text were underlined, cued recall of underlined target statements was better than cued recall of nonunderlined statements.

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