| Abstrakt: |
This study investigated the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose. Structural cueing represented the assimilation of encoding hypothesis for improving memory, and decision tasks represented the distinctiveness of encoding hypothesis for promoting deep processing. Subjects read an article on a microcomputer monitor in which either color‐coding or white‐only print was used to represent the structural importance among ideas in each paragraph and then, subsequent to each paragraph, responded to either rote memory or semantic memory decision statements. Results of a free written recall measure using a two‐factor analysis of covariance, revealed significant differences between students' retention on decision type but no differences based on color cueing. That is, students who responded to semantic level decision statements recalled more of the text than those who responded to the rote level decision statements. The results supported the distinctiveness of encoding hypothesis for learning via the microcomputer but did not support the assimilation of encoding hypothesis. [ABSTRACT FROM PUBLISHER] |
