Elaboration and recall of main ideas in prose.

Palmere, Mark; Benton, Stephen L.; Glover, John A.; Ronning, Royce R.

doi:10.1037/0022-0663.75.6.898

Cited by 27 publications

(23 citation statements)

References 37 publications

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“…Subsequently, this essay has been reanalyzed on several occasions (e.g., Palmere et al, 1983;Rickards, 1976). As one example, Palmere et al (1983) stated that:…”

Section: Resultsmentioning

confidence: 99%

“…In the current experiment, procedures from Palmere et al (1983) were employed such that "subjects' free recalls were scored for the number of idea units matching those in the . .…”

Section: Resultsmentioning

confidence: 99%

“…The original essay described a fictitious African nation, Mala. Each sentence contained one idea unit (Palmere et al, 1983). The sentences variously dealt with the history, economy, and geography of the nation.…”

Section: Methodsmentioning

confidence: 99%

“…The semantic questions were those developed by Palmere et al (1983). These questions were simple knowledge level questions that required readers to employ information in the second, third, and fourth sentences in paragraphs to answer them.…”

Section: Materials Design and Apparatus Eight Intact Paragraphs Frommentioning

confidence: 99%

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Memory for Sentences and Prose: Levels-of-Processing or Transfer-Appropriate-Processing?

Glover

Rankin

Langner

et al. 1985

Journal of Reading Behavior

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Four experiments were conducted in order to contrast the levels-of-processing perspective with the transfer-appropriate-processing perspective. Experiment 1 employed a within-groups design to contrast the effects of various types of questions at different positions on subjects' recognition of sentences. The results seemed to support the transfer-appropriate-processing perspective's predictions but were confounded by the form of design. Experiment 2 examined the same questions with a between-groups design, while Experiment 3 replicated Experiment 2 with the use of a free recall posttest. The results of both Experiments 2 and 3 seemed to support the predictions of the transferappropriate-processing perspective and disconfirm the predictions of the levels-of-processing framework. Experiment 4 extended the work to subjects' memory for paragraphs. The results of Experiment 4, however, did not match the pattern observed in Experiments 1-3 and, instead, seemed to bear out the predictions of the levels-of-processing perspective. The results are discussed in terms of the influence of experimental design, choice of study materials, choice of dependent variables, and their interaction.

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“…Subsequently, this essay has been reanalyzed on several occasions (e.g., Palmere et al, 1983;Rickards, 1976). As one example, Palmere et al (1983) stated that:…”

Section: Resultsmentioning

confidence: 99%

“…In the current experiment, procedures from Palmere et al (1983) were employed such that "subjects' free recalls were scored for the number of idea units matching those in the . .…”

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Materials Design and Apparatus Eight Intact Paragraphs Frommentioning

confidence: 99%

See 2 more Smart Citations

Memory for Sentences and Prose: Levels-of-Processing or Transfer-Appropriate-Processing?

Glover

Rankin

Langner

et al. 1985

Journal of Reading Behavior

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“…Glover, Plake, and Zimmer (1982) reported similar results. In a related study, Palmere, Benton, Glover, and Ronning (1983) had students read passages in which the main idea sentences were supported by zero to three supporting sentences. Across four experiments recall of the main idea sentences improved with the number of supporting details presented.…”

Section: Reading Comprehension and Elaborationmentioning

confidence: 99%

Processes in Reading Comprehension and the Teaching of Comprehension

André

1987

Historical Foundations of Educational Psychology

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Memory Research in Counseling: A Perspective and Some Hypotheses

Kraft

Glover

Dixon

et al. 1985

Couns Edu & Supervision

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The purpose of this article is to outline a perspective for memory research in counseling. The primary audiences were graduate students and supervisors of students planning research plus counseling researchers interested in investigating memory issues in counseling. The importance of memory processes in counseling is briefly reviewed. The authors then present a broad perspective for memory research in counseling and levels of processing, and examine a series of hypotheses that are tied into current work in counseling. The overall heuristic of levels of processing is followed by an examination of the reformulations of the position and how these may result in testable counseling hypotheses. This type of thinking should be valuable to counselor educators as they conduct their own research and help their students plan research programs. In addition, there is potential for applications of memory research to training and practice.

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Elaboration and recall of main ideas in prose.

Cited by 27 publications

References 37 publications

Memory for Sentences and Prose: Levels-of-Processing or Transfer-Appropriate-Processing?

Memory for Sentences and Prose: Levels-of-Processing or Transfer-Appropriate-Processing?

Processes in Reading Comprehension and the Teaching of Comprehension

Memory Research in Counseling: A Perspective and Some Hypotheses

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