Proactive effects in meaningful verbal learning and retention.

Ausubel, David P.; Stager, Mary; Gaite, A. J. H.

doi:10.1037/h0026627

Cited by 22 publications

(10 citation statements)

References 23 publications

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“…Ausubel and Blake (1958) and Entwisle and HuggL~s (1964) have demonstrated its operation also in meani~£ful prose learning, but its effects can be reduced by the careful drawing of distinctions and contrasts so that the learner can reconcile the apparent inconsistencies. Ausubel, Stager, and Gaite (1969) were in fact able to eliminate its effects entirely, even when the interfering material was overlearned. Wittrock (1963) found that the learning and retention of differences were enhanced by the use of explicit directions to notice the differences.…”

Section: Prelearning Variablesmentioning

confidence: 99%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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Section: Prelearning Variablesmentioning

confidence: 99%

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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“…A number of studies have suggested that the context in which ideas are presented during learning has a significant facilitative effect on retention of these ideas. In the work of Ausubel (1968), the context provided by prior "organizers" (Ausubel, 1960) or by previously learned correlative ideas (Ausubel & Fitzgerald, 1961;Ausubel & Youssef, 1963) has been shown to affect retention. Such findings have been interpreted as supporting a theoretical position which makes meaningful learning and retention dependent on the pre-existence of more general cognitive structures under which the ideas represented in newly presented propositions can be subsumed.…”

mentioning

confidence: 99%

Effects of a superordinate context on learning and retention of facts.

Gagné¹,

Wiegand²

1970

Journal of Educational Psychology

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Children of the fourth grade were given five facts to learn and remember about howling monkeys, each being presented in a context with four other facts. Half of the total group of 44 learned the facts in a context containing a superordinate statement (topic sentence), the other half with a coordinate (related) statement. Retention was measured in half of each group by presenting the topic sentence immediately before the retention test, and in half without. Significantly greater remembering, measured by recall and recognition scores, was found in groups having the topic sentence presented just prior to the retention test. The results indicate the major effect of the superordinate context cue to occur in retrieval.

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“…Slamecka (1961) and Kalbaugh & Walls (1973) reported finding proactive interference effects in recall from previously presented passages, but Mills & Sacks (1967) did not. Ausubel et al (1969) found no evidence for proactive effects in recognition memory. These experiments have in addition failed to separate encoding from retrieval.…”

Section: Proactive Effects In Memory For Stories E Eugene Schultz Jmentioning

confidence: 86%

Proactive effects in memory for stories

Schultz

Johnson

1982

British J of Psychology

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Selective omissions in the recall of longer prose passages have been interpreted as evidence of abstractive processes during encoding. Presumably, the additional information in longergpassages produces an information overload which necessitates selective attention. Learners in three experiments were tested on their recognition or recall of a short passage that either was or was not preceded by a long introductory segment. An encoding-based view predicts that increased passage length should diminish both recognition and recall. However, increased passage length decreased recall, but not recognition, demonstrating that passage length effects are dependent upon the type of cues available during retrieval. A further study demonstrated that ideas of greater thematic importance were recognized better than ideas of lesser thematic importance, even after a negligible retention interval. Abstractive processes deal with the relative importance of ideas but not the amount of information.

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Proactive effects in meaningful verbal learning and retention.

Cited by 22 publications

References 23 publications

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Learning From Verbal Discourse in Educational Media: A Review of the Literature

Effects of a superordinate context on learning and retention of facts.

Proactive effects in memory for stories

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