This investigation was designed to answer two major questions: (a) does height of information in the content structure of text affect the probability of integrating the information, and (b) is it possible to differentiate between integration that occurs during acquisition and integration that takes place at retrieval. Results of an inference verification task suggested that information high in the structure is more likely to be integrated than information low in the structure. These effects were observed in two instruction groups (learn and read) and in two presentation modes (separate and consecutive). In addition, premises occurring together in the text (consecutive presentation) were found to promote faster correct decisions than premises occurring separately. These verification time results were interpreted as evidence that structural integration (i.e., integration at acquisition) is more likely when premises occur together in an information source than when they occur separately.
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