What is recalled after hearing a passage?

Bonnie J. Meyer, George W. McConkie

Research output: Contribution to journalArticle

124 Citations (Scopus)

Abstract

Determined what aspects of information from prose passages are available for recall after 1 presentation and what aspects are learned with additional presentations. 2 passages were divided into idea units which were placed in a logical, hierarchical structure for each passage. Scores were assigned to the idea units according to their position in the structure. 69 undergraduates were divided into 3 groups: 1 heard each passage once, a 2nd heard each passage twice, and a 3rd group heard each 3 times. Ss were then asked to write down everything they could recall about the passages. Effects of the logical structure were seen in the kinds of idea units that were remembered, the stability of these units in consecutive recalls, and the tendency for clustering of idea units on this basis. In addition, serial position, importance of idea units, and order of recall were examined with the recall data. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)109-117
Number of pages9
JournalJournal of Educational Psychology
Volume65
Issue number1
DOIs
StatePublished - Aug 1 1973

Fingerprint

Hearing
Cluster Analysis
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Meyer, Bonnie J. ; McConkie, George W. / What is recalled after hearing a passage?. In: Journal of Educational Psychology. 1973 ; Vol. 65, No. 1. pp. 109-117.
@article{3bd2c7cef0474d64b7273a773de577ce,
title = "What is recalled after hearing a passage?",
abstract = "Determined what aspects of information from prose passages are available for recall after 1 presentation and what aspects are learned with additional presentations. 2 passages were divided into idea units which were placed in a logical, hierarchical structure for each passage. Scores were assigned to the idea units according to their position in the structure. 69 undergraduates were divided into 3 groups: 1 heard each passage once, a 2nd heard each passage twice, and a 3rd group heard each 3 times. Ss were then asked to write down everything they could recall about the passages. Effects of the logical structure were seen in the kinds of idea units that were remembered, the stability of these units in consecutive recalls, and the tendency for clustering of idea units on this basis. In addition, serial position, importance of idea units, and order of recall were examined with the recall data. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).",
author = "Meyer, {Bonnie J.} and McConkie, {George W.}",
year = "1973",
month = "8",
day = "1",
doi = "10.1037/h0034762",
language = "English (US)",
volume = "65",
pages = "109--117",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

What is recalled after hearing a passage? / Meyer, Bonnie J.; McConkie, George W.

In: Journal of Educational Psychology, Vol. 65, No. 1, 01.08.1973, p. 109-117.

Research output: Contribution to journalArticle

TY - JOUR

T1 - What is recalled after hearing a passage?

AU - Meyer, Bonnie J.

AU - McConkie, George W.

PY - 1973/8/1

Y1 - 1973/8/1

N2 - Determined what aspects of information from prose passages are available for recall after 1 presentation and what aspects are learned with additional presentations. 2 passages were divided into idea units which were placed in a logical, hierarchical structure for each passage. Scores were assigned to the idea units according to their position in the structure. 69 undergraduates were divided into 3 groups: 1 heard each passage once, a 2nd heard each passage twice, and a 3rd group heard each 3 times. Ss were then asked to write down everything they could recall about the passages. Effects of the logical structure were seen in the kinds of idea units that were remembered, the stability of these units in consecutive recalls, and the tendency for clustering of idea units on this basis. In addition, serial position, importance of idea units, and order of recall were examined with the recall data. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

AB - Determined what aspects of information from prose passages are available for recall after 1 presentation and what aspects are learned with additional presentations. 2 passages were divided into idea units which were placed in a logical, hierarchical structure for each passage. Scores were assigned to the idea units according to their position in the structure. 69 undergraduates were divided into 3 groups: 1 heard each passage once, a 2nd heard each passage twice, and a 3rd group heard each 3 times. Ss were then asked to write down everything they could recall about the passages. Effects of the logical structure were seen in the kinds of idea units that were remembered, the stability of these units in consecutive recalls, and the tendency for clustering of idea units on this basis. In addition, serial position, importance of idea units, and order of recall were examined with the recall data. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

UR - http://www.scopus.com/inward/record.url?scp=0015652848&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0015652848&partnerID=8YFLogxK

U2 - 10.1037/h0034762

DO - 10.1037/h0034762

M3 - Article

C2 - 4726310

AN - SCOPUS:0015652848

VL - 65

SP - 109

EP - 117

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -