期刊
DISCOURSE PROCESSES
卷 40, 期 1, 页码 37-55出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1207/s15326950dp4001_2
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Rereading can improve the accuracy of people's predictions of future test performance for text material. This research investigated this rereading effect by evaluating 2 predictions from the levels-of-disruption hypothesis: (a) The rereading effect will occur when the criterion test measures comprehension of the text, and (b) the rereading effect will not occur when a I-week delay occurs between initial reading and rereading. Participants (N = 113) were assigned to I of 3 groups: single reading, immediate rereading, or rereading after a I-week delay. Outcomes were consistent with the 2 predictions stated earlier. This article discusses the status of the levels-of-disruption hypothesis and alternative hypotheses based on the cognitive effort required to process texts.
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