Two experiments investigated the influence of encoding cues on prose learning. The encoding-cue conditions were designed to produce encoding of information required by the output test. In Experiment I the conditions of encoding did not influence learning, and this result held over two study intervals and three stages of practice. In Experiment II underlining encoding cues greatly facilitated learning, and the facilitation was larger for fast-and medium-learning subjects than slow-learning subjects. The results supported the conclusion that encoding cues will facilitate prose learning when they result in encoded information required by output which would not otherwise be encoded.

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