Nobody Knows How to Remember That Prose

Two studies examined the effect of objectives on readers' comprehension of prose. Study one examined the effect of objectives prepared at each of Bloom's six levels of learning in contrast to a control group. No differences in either intentional or incidental learning were observed among a...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1980-07, Vol.73 (6), p.340-343
Main Authors: Glover, John A., Zimmer, John W., Ronning, Royce R., Petersen, Chris H.
Format: Article
Language:English
Subjects:
Control groups
Educational psychology
Incidental learning
Intentional learning
Learning
Memory
Posttests
Reading
Reading comprehension
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Two studies examined the effect of objectives on readers' comprehension of prose. Study one examined the effect of objectives prepared at each of Bloom's six levels of learning in contrast to a control group. No differences in either intentional or incidental learning were observed among any of the experimental groups. Study two was designed to assess the focusing effect of objectives by requiring some of the groups to take notes in the margins of their essays. Reliable differences were noted in the areas of the passage students focused on depending on the presence of objectives and the level of learning they required. However, no differences were observed on reading comprehension.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1980.10885263