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Peer reviewedHaenggi, Dieter; Perfetti, Charles A. – Journal of Educational Psychology, 1992
Decoding, working memory, and domain-specific prior knowledge were studied as predictors of comprehension for 48 university undergraduate students after rewriting notes, rereading notes, or rereading a text. Working memory was most important for comprehension of text-implicit information, whereas knowledge was relatively more important for…
Descriptors: Coding, Cognitive Processes, Comparative Analysis, Higher Education
