Impact of Concreteness on Comprehensibility, Interest, and Memory for Text: Implications for Dual Coding Theory and Text Design.

Sadoski, Mark; And Others

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Peer reviewed

ERIC Number: EJ466317

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

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Impact of Concreteness on Comprehensibility, Interest, and Memory for Text: Implications for Dual Coding Theory and Text Design.

Sadoski, Mark; And Others

Journal of Educational Psychology, v85 n2 p291-304 Jun 1993

The comprehensibility, interestingness, familiarity, and memorability of concrete and abstract instructional texts were studied in 4 experiments involving 221 college students. Results indicate that concreteness (ease of imagery) is the variable overwhelmingly most related to comprehensibility and recall. Dual coding theory and schema theory are discussed. (SLD)

Descriptors: Abstract Reasoning, Content Analysis, Encoding (Psychology), Familiarity, Higher Education, Imagery, Interests, Memory, Reading Comprehension, Text Structure, Undergraduate Students

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A