Reading in perspective : what real cops and pretend burglars look for in a story

Bibliography: leaves 26-27Supported in part by the National Institute of Education under contract no. US-NIE-C-400-76-0116 and by the Advanced Research Projects Agency under contract no. N00123-C-062

Inferences in the comprehension of and memory for text

Contract No. US-NIE-C-400-76-0116 and Grant No. HEW-NIE-9-74-000

Imagination in story reading: The role of imagery, verbal recall, story analysis, and processing levels

ABSTRACT The spontaneous use of imagery and its relationship to free verbal recall were investigated. Community college students read a 2,100-word story under one of three sets of instructions and then recalled the story and reported their images immediately and 48 hours later. A new methodology for classifying imagery reports was developed. Results indicated that separate categories of imagery reports and verbal recalls were not highly correlated. Principal components analysis yielded factors predominated by imagery variables. Further, whereas total verbal recall declined over the retention interval (i.e., forgetting), imagery did not. Experimental instructions to readers designed to manipulate processing depth in an externally valid fashion did not result in significant differences in imagery reporting and recall, suggesting that a strict levels of processing view may be untenable for ecologically valid reading situations. Other results indicated that a significant relationship existed between imaging a story segment and the story grammar macrostructure of that segment, and that imagery of the climactic event was the most common. This study contributes to a series of studies using various texts and methodologies that suggest that imagery is a distinctive aspect of reading, viable for study in its own right

Procedures for sampling texts and tasks in kindergarten through eighth grade

Contract No. US--NIE-C-400-76-0116 and Grant No. HEW-NIE-G-74-000

Sentences in lists and in connected discourse

Includes bibliographical references (leaves 56-73)Research reported herein was supported in part by the National Institute of Education. HEW NIE-G-74-000

An investigation of lookbacks during studying

Includes bibliographical references (p. 26-28)Financial support for this research came primarily from the Advanced Research Projects Agency and the National Institute of Education. N00123-77-C-0622 US-NIE-C-400-76-011

The representation of sentences in memory

Includes bibliographical references (p. 48-50)Research reported herein was supported in part by the National Institute of Education. US-NIE-C-400-76-0116Changed Richard C. to Richard Chase to match other item deposits. Metadata cleaned/updated by [email protected] 2015-5-13