Long-term Retention of Information Following Learning from Prose.
This article discusses some factors that have been proposed to be necessary for the long-term retention of information and to review available studies in light of these factors with the hope of identifying important areas for future research. Knowledge about variable that affect long-term retention...
| Publicado en: | Review of Educational Research Vol. 48; no. 4; pp. 629 - 666 |
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| Formato: | Artículo |
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Sage Publications Inc.
Fall78
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18854915&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18854915 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00346543 RER jtl: Review of Educational Research issn: 00346543 maglogo: Y pubinfo: dt: Fall78 vid: 48 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18854915 10.3102/00346543048004629 ppf: 629 ppct: 37 formats: tig: atl: Long-term Retention of Information Following Learning from Prose. aug: au: Gagné, Ellen D. affil: University of Georgia su: Long-term memory Recollection (Psychology) Education research Reading research Memory testing sug: subj: Long-term memory Recollection (Psychology) Education research Reading research Memory testing ab: This article discusses some factors that have been proposed to be necessary for the long-term retention of information and to review available studies in light of these factors with the hope of identifying important areas for future research. Knowledge about variable that affect long-term retention of information learned from text is important because of the importance of the recall prior to knowledge for later learning, comprehension, and problem solving. The Act model provides a useful theoretical framework from which to organize the research already conducted and to generate new hypotheses. The sequence of events that precede retention can be grouped into the learner's prior knowledge and skills, the events immediately preceding reading, the reading interval, and the retention interval. During each of these intervals, events can occur that affect the strength of links, the establishment of a greater number of links, or the potential for interference. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1978 holdings: @attributes: islocal: N |
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