| Autor: |
Mar RA; Department of Psychology, York University, 4700 Keele St. W., Toronto, ON, M3J1P3, Canada. mar@yorku.ca., Li J; Department of Psychology, York University, 4700 Keele St. W., Toronto, ON, M3J1P3, Canada., Nguyen ATP; Department of Psychology, York University, 4700 Keele St. W., Toronto, ON, M3J1P3, Canada., Ta CP; Department of Psychology, York University, 4700 Keele St. W., Toronto, ON, M3J1P3, Canada. |
| Abstrakt: |
We acquire a lot of information about the world through texts, which can be categorized at the broadest level into two primary genres: narratives and exposition. Stories and essays differ across a variety of dimensions, including structure and content, with numerous theories hypothesizing that stories are easier to understand and recall than essays. However, empirical work in this area has yielded mixed results. To synthesize research in this area, we conducted a meta-analysis of experiments in which memory and/or comprehension of narrative and expository texts was investigated. Based on over 75 unique samples and data from more than 33,000 participants, we found that stories were more easily understood and better recalled than essays. Moreover, this result was robust, not influenced by the inclusion of a single effect-size or single study, and not moderated by various study characteristics. This finding has implications for any domain in which acquiring and retaining information is important. |
Full text from SpringerLink