Meaningfulness and the Recall of Textual Prose

Johnson, Ronald E.

doi:10.2307/1162236

Cited by 1 publication

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“…To test recall levels for the text passages, the process of foundational unit identification was employed. The foundational units were established through pausal unit analyses (see Johnson, 1973Johnson, , 1982 and examination of the core, superordinate textual units. These foundational units were considered represented when the gist of the foundational unit was present in the participant's free recall response to the direction to recall 'as much of the text' as they could, with 'no information being unimportant.'…”

Section: Methodsmentioning

confidence: 99%

The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure

Cassady

2004

Applied Cognitive Psychology

100

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Two studies examined the effects of cognitive test anxiety on students' memory, comprehension, and understanding of expository text passages in situations without externally-imposed evaluative pressure. The results gathered through structural equations modelling demonstrated a significant impact of cognitive test anxiety on performance in conditions with and without external evaluative pressure. The impact of cognitive test anxiety was stronger in those conditions with external evaluative pressure. The results are interpreted to support processing models of test anxiety that propose test anxiety interferes with learning through deficiencies in encoding, organization, and storage in addition to the classic interpretation of retrieval failures. In addition, the data provide support for additive models of test anxiety that address both stable and situational factors in the overall impact of cognitive test anxiety on performance.

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Section: Methodsmentioning

confidence: 99%