TY - JOUR
AU - Ausbel, David P.
AB - 264 Illinois high school students studied a passage presenting a Southern interpretation of the Civil War. When general knowledge about the Civil War period was held constant in an analysis of covariance design, the differential effect of attitudinal bias on retention was eliminated. This finding suggests that it is the lack of appropriate subsuming concepts in attitude structure, rather than the direct effect of affective factors on retention processes, that renders "other side" arguments more suscceptible to forgetting. Further substantiating the greater relative importance of cognitive factors were the facts that the more knowledgeable Ss learned more than the less knowledgeable Ss, and that an organizing passage facilitated retention.
TI - Cognitive versus affective factors in the learning and retention of controversial material
JF - Journal of Educational Psychology
DO - 10.1037/h0045404
DA - 1963-04-01
UR - https://www.deepdyve.com/lp/american-psychological-association/cognitive-versus-affective-factors-in-the-learning-and-retention-of-7CMBzfwN7L
SP - 73
EP - 84
VL - 54
IS - 2
DP - DeepDyve
ER -