Effects of motivation, subject activity, and readability on the retention of prose materials

160 college students were asked to read a prose passage and to take an exam on the contents of the passage. Ss received an easy or hard version of the passage, were either allowed or not allowed to underline key phrases, and were either motivated or not motivated by payment of money. Results show th...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of educational psychology 1978-10, Vol.70 (5), p.803-807
Hauptverfasser: Fass, Warren, Schumacher, Gary M
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:160 college students were asked to read a prose passage and to take an exam on the contents of the passage. Ss received an easy or hard version of the passage, were either allowed or not allowed to underline key phrases, and were either motivated or not motivated by payment of money. Results show that (a) nonmotivated Ss performed better on the easy version than on the hard version of the text; (b) underlining aided only highly motivated Ss; and (c) underlining aided Ss who worked on the hard version of the text. Results are interpreted from motivational and activity viewpoints. (13 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.70.5.803