No abstract

No abstract

This study is a cross-cultural replication of previous research ,1978 on the development of strategies for studying texts. In an initial norming phase, Papua New Guinean university students were found to make the same discrimination between linguistic units of a prose passage in terms of importance to textual theme as did the original American sample. Subsequently, recall of units was experimentally demonstrated to correspond with the rated importance of each unit. Contrary to Brown and Smiley's findings, however, intentional study instructions and provision of extended study time had minimal effect on recall performance. In addition, there was no significant difference between first-and fourth-year students. Explanations of these data in terms of differential motivation and lack of effective use of study strategies are discussed.

No abstract

No abstract