TAKING DIFFERENT PERSPECTIVES ON A STORY
TAKING DIFFERENT PERSPECTIVES ON A STORY
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DOI：
10.1037/0022-0663.69.4.309
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发表时间：
1977-01-01
影响因子：
4.9
通讯作者：
ANDERSON, RC
中科院分区：
文献类型：
--
作者：
PICHERT, JW;ANDERSON, RC
在 2 个实验中，176 名本科生从 2 个定向视角或无定向视角中的 1 个阅读故事。结果表明，一个想法在给定观点方面的重要性决定了该想法是否会被学习，以及是否可以在 1 周后独立地被回忆起来。这些结果被解释为意味着替代的高级模式可以提供用于同化文本的框架，也许通过为不同类型的信息提供“槽”。稍后，构建段落实例化记忆表示的模式可以提供用于恢复详细信息的检索计划。（PsycINFO 数据库记录 (c) 2016 APA，保留所有权利）
In 2 experiments, 176 undergraduates read stories from 1 of 2 directed perspectives or no directed perspective. Results show that an idea's significance in terms of a given perspective determined whether the idea would be learned and, independently, whether it could be recalled 1 wk later. These results are interpreted to mean that alternative high-level schemata can provide frameworks for assimilating a text, perhaps by providing" slots" for different types of information. Later, the schema from which an instantiated memorial representation of a passage was constructed may furnish the retrieval plan for recovery of detailed information.(PsycINFO Database Record (c) 2016 APA, all rights reserved)