| Abstract: | Describes 2 experiments each employing 60 undergraduates as Ss. Exp I showed that (a) providing specific instructions (goal directed or directed forgetting) about how to process a passage induced readers to study most of the material at a slower pace, and (b) when Ss were told to place special emphasis on some of the material, they spent more time on the material that was not emphasized as well as on the material that was emphasized, but without a similar increase in learning. Exp II showed that the increase in inspection time for the emphasized material was necessary for increased learning of these sentences to occur. It is concluded that both the type of processing and the duration of processing influence retention in goal-directed learning tasks. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
