Grammatical Structure and the Recall of Sentences in Prose

Blount, H. Parker; Johnson, Ronald E.

doi:10.3102/00028312010002163

Cited by 4 publications

(3 citation statements)

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“…Kintsch, Kozminsky, Streby, McKoon, and Keenan (1975) determined that content variables as represented by the number of word concepts affect recall. Blount and Johnson (1973) concluded that temporal order and verb structure influence recall of sentences embedded within paragraphs. Other aspects of connected prose that affect memory include the theme (Bransford and Johnson, 1972;Kennedy, 1973), clause construction (Bever, 1972), sentence order (Fairweather, Krulee, and Bergquist, 1975), and a Reprints may be requested from Dr. Fishman, Pomperang School, Main St., Southsbury, Connecticut 06488.…”

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The Effect of Anaphoric References and Noun Phrase Organizers on Paragraph Comprhension

Fishman¹

1978

Journal of Reading Behavior

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Abstract. Based on Halliday & Hasan's theory of textual cohesion, anaphoric references and noun phrase organizers may serve as cohesive ties linking separate sentences into unified paragraphs. It was hypothesized their presence would affect paragraph comprehension and reading time. 12 experimental paragraphs were constructed. Alternate conditions incorporated noun phrase organizers and references. 119 college students read paragraphs and completed a multiple choice recognition test. Analysis of variance indicated only the noun phrase condition was significant. Within subject repeated measures analysis of variance indicated the influence of the noun phrase organizer could be attributed to its position in the initial sentence of the paragraph. No difference in time scores by paragraph condition was indicated. That lexical but not reference items influenced memory is discussed in terms of "old" and "new" information and alternate "checking" systems.A prose text has many elements: grammatical, semantic, and rhetorical. Each aspect may serve not only as a cue to the reader to organize the information the prose contains but also may influence the reader's comprehension and memory of that information.Textual cues become available to the reader's memory structure as they are read. The memorial impact of many kinds of cues has already been assessed. Kintsch and Keenan (1973) found that the number of propositions in the text affects both retention and reading rate. Kintsch, Kozminsky, Streby, McKoon, and Keenan (1975) determined that content variables as represented by the number of word concepts affect recall. Blount and Johnson (1973) concluded that temporal order and verb structure influence recall of sentences embedded within paragraphs. Other aspects of connected prose that affect memory include the theme (Bransford and Johnson,

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The Effect of Anaphoric References and Noun Phrase Organizers on Paragraph Comprhension

Fishman¹

1978

Journal of Reading Behavior

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“…By contrast, the current experiments explicitly involved only processbased biology concepts. There is evidence that learners better remember sentences and/or paragraphs that describe cause-and-effect relationships (e.g., Beck, McKeown, Sinatra, & Loxterman, 1991;Fillenbaum, 1971), link beginning and end states in a coherent matter (e.g., McNamara, Kintsch, Songer, & Kintsch, 1996), and/or incorporate descriptions of events in chronological order (e.g., Blount & Johnson, 1973;Clark & Clark, 1968), relative to text materials that lack such information. These effects have been attributed to improved comprehension, memory organizational processes, and other mechanisms.…”

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In search of transfer following cued recall practice: The case of process‐based biology concepts

Pan

Hutter

D'Andrea

et al. 2019

Applied Cognitive Psychology

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Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process-based biology concepts, were investigated. In Experiments 1 and 2, fillin-the-blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval-verification-scoring, a new method in which difficult fill-in-the-blank questions were combined with extensive feedback processing.We discuss implications for transfer in both theoretical and applied contexts.

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Meaning in Complex Learning

Johnson

1975

Review of Educational Research

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Grammatical Structure and the Recall of Sentences in Prose

Cited by 4 publications

References 15 publications

The Effect of Anaphoric References and Noun Phrase Organizers on Paragraph Comprhension

The Effect of Anaphoric References and Noun Phrase Organizers on Paragraph Comprhension

In search of transfer following cued recall practice: The case of process‐based biology concepts

Meaning in Complex Learning

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