摘要:

AbstractThe purpose of this study was to investigate whether college students make use of the representativeness heuristic in predicting how entertaining a film will be from a brief description. A group of 45 students were asked to rate how entertaining they expected certain films to be on the basis of brief descriptions. Another group of 45 students were presented with the same film descriptions but asked to recall a film that was similar, and to rate how entertaining the film they had recalled had been. The correlation between the two sets of entertainment ratings was.72, which is consistent with the representativeness hypothesis. However, including the similarity ratings in the equation to predict the entertainment ratings of the film descriptions did not improve the correlation. Also, the film descriptions received significantly lower ratings than the films they reminded the students of.

ISSN:0888-4080    

DOI:10.1002/acp.2350020303

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractSubjects were asked to date 28 ‘recent’ public events that had occurred in the previous 7 years, and 28 ‘historical’ events that occurred between 1765 and 1947. For both kinds of event, the age of older events was underestimated and that of more recent events overestimated, a result agreeing with previous research. Whether the events were well or poorly known, as rated by a separate sample of subjects, affected the dating error of historical but not recent events. The results suggest that both recent and historical events are dated by a rather abstract, constructive process, rather than by cues relating to the age of the memory or the time of its fo

ISSN:0888-4080    

DOI:10.1002/acp.2350020304

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractPrimary school children with average intelligence and no oral language comprehension deficits—but who were 18 or more months behind their peers in reading comprehension—served as subjects in an evaluation of two approaches to reading remediation. Half the children received teacher‐based tutoring using the DISTAR programme (Science Research Associates, 1983). The remaining students received practice on four computer games. These games were designed to improve performance on a set of information‐processing components shown in previous research to have an important impact on reading comprehension. Training in both conditions focused mainly on word decoding and phonics. Although almost all students improved their reading comprehension test scores after training, the poorest readers made significantly greater gains in the componential training condition than in the DISTAR condition. These results demonstrate the effectiveness of the componential approach with a sample of specifically reading‐disabled children. They also show that componential training can be a practical adjunct to a traditional tutoring

ISSN:0888-4080    

DOI:10.1002/acp.2350020305

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractThis paper reports an experiment that explored whether the extent to which the ideas in a text are integrated changes over the day. In order to monitor integration, a task used by Wilkes, Alred and Al‐Ahmar (1983) was adopted. The assumption underlying the task was that information that is inconsistent with respect to preceding information in a text will be remembered differently from information that is not inconsistent. Obviously, such selective remembering cannot occur if the information in the text is not integrated, so the degree to which differential remembering occurs can be taken as an index of degree of integration. Although the predicted differences in degree of integration between morning and afternoon subjects were not confirmed, the morning superiority effect in text recall was replicated, and it was demonstrated that this superiority arose because of the morning subjects' better memory for theexactwording of the text. In addition, subjects showed differenttypesof recall error at the two times of day. These errors are discussed in relation to subjects' hypothesized changes in strategy over the da

ISSN:0888-4080    

DOI:10.1002/acp.2350020306

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

摘要:

AbstractA 15‐min segment of a national pharmaceutical sales training programme was evaluated in two experiments. Lecture supplemented by 139 colour slides failed to produce recognition scores on immediate and 1‐week tests above those produced by lecture alone. However, videotaped visuals designed to carry the main points of the message in a dynamic way enhanced retention over 1 week, compared to lecture only and lecture plus slides. The video presentation also yielded less intertest forgetting over 1 week than the combined results of lecture and lecture plus slides. The findings indicate that video presentations emphasizing action and conveying more than redundant illustrations of a verbal message can elevate long‐term retention in training programmes. A modified version of dual‐coding theory may explain the results and predict the circumstances under which combined pictorial and verbal codes will or will not be superior to a code which is primarily

ISSN:0888-4080    

DOI:10.1002/acp.2350020307

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020309

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020310

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020311

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020312

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350020302

出版商:John Wiley&Sons, Ltd    

年代:1988

数据来源: WILEY