Descriptor
| College Students | 1 |
| Efficiency | 1 |
| Incidental Learning | 1 |
| Interaction Process Analysis | 1 |
| Mnemonics | 1 |
| Prose | 1 |
| Recall (Psychology) | 1 |
| Retention (Psychology) | 1 |
| Semantics | 1 |
| Task Analysis | 1 |
Source
| Journal of Educational… | 1 |
Author
| Arkes, Hal R. | 1 |
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Peer reviewedArkes, Hal R.; And Others – Journal of Educational Psychology, 1976
Strong instructions induced more interaction, resulting in better recall under intentional than under incidental instructions. Intentional instructions had greater impact on less efficient tasks and less effect on more efficient tasks. Maximum recall and efficiency occurred with simple instructions to read the passage. (Author/MV)
Descriptors: College Students, Efficiency, Incidental Learning, Interaction Process Analysis
