TY - JOUR
AU - Billington, M. J.
AB - Studied in 138 college students the effect of specific descriptions of instructional goals on learning from a 6,000-word written passage. A limited model of text recall was constructed from completion test data. Performance on a given goal-relevant item was PT = E + (1 - E)mT when goal descriptions were available and PC = E + (1 - E)mC when only general directions to learn were provided (where E is a preexperiment experience factor which determines item ease and m characterizes effective text processing activities). Results indicate that mC was variable over goal-relevant elements, but mT was best characterized as a constant. No evidence was found for statistical dependence between the recall of goal-relevent items and adjacent incidental information.
TI - A two-factor model of the effect of goal-descriptive directions on learning from text
JF - Journal of Educational Psychology
DO - 10.1037/0022-0663.67.5.692
DA - 1975-10-01
UR - https://www.deepdyve.com/lp/american-psychological-association/a-two-factor-model-of-the-effect-of-goal-descriptive-directions-on-47JOk070mz
SP - 692
EP - 704
VL - 67
IS - 5
DP - DeepDyve
ER -