TY - JOUR
AU - Frase, Lawrence T.
AB - Certain factors involved in verifying conclusions from text are common to many problem-solving tasks. Graph theory was used to conceptualize the relationships among three of these factors: (a) the structure of a text, (b) the verbal problem given the reader, and (c) the reader's selective processing activities. In three studies, adults were induced to think about texts by having them deduce conclusions. Items which would be selected as memory inputs with different conclusions and the overall level of incidental recall were predicted on the basis of the structural analysis. Although order of sentences, topic, and difficulty of the problems varied, predictions were confirmed by an analysis of free recall. Finding difficult inferences resulted in high text recall, but did not increase correct inferences. The greater the structural distance of terms in a proposition, the less likely it would be given in free recall, and the more likely it would be called invalid on a multiple-choice test. Poorly organized texts resulted in a higher overall tendency to reject conclusions. Evidently, what readers remember and believe to be true after reading text is based, in part, upon the ease with which verbal connections can be made, but "ease" varies with the implied structure of text sentences, as well as their physical arrangement.
TI - Structural Analysis of the Knowledge that Results from Thinking about Text
JF - Journal of Educational Psychology
DO - 10.1037/h0021520
DA - 1969-12-01
UR - https://www.deepdyve.com/lp/american-psychological-association/structural-analysis-of-the-knowledge-that-results-from-thinking-about-900G8wH0YS
SP - 1
EP - 16
VL - 60
IS - 6
DP - DeepDyve
ER -