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Depth of processing and interference effects in the learning and remembering of sentences.
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“Furthermore, it is difficult to explain Kane and Anderson's (1978) findings by Grimaldi and Karpicke's account, since in their undetermined condition the targets were unrelated to the most obvious, incorrect, completions so it is highly unlikely that they would have been retrieved along with them.”
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“Even in the undetermined condition, where participants nearly always produced an error, generating led to better final test performance than reading.”
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Metadata
- Authors
- Kane, J. H., & Anderson, R. C.
- Affiliations
- Queens College, CUNY (US)
- Venue
- Journal of Educational Psychology
- Published
- 1978-08
- Volume
- 70
- Issue
- 4
- Pages
- 626-635
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2065778132
- Cited by
- 115
- References
- 16
- Citations by year
- 2026: 1 · 2025: 2 · 2023: 1 · 2022: 4 · 2021: 2 · 2020: 1 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 1 · 2014: 3 · 2013: 2 · 2012: 3
- FWCI
- 6.98
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Educational Psychology (publishedVersion)
- Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) (submittedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- levels of processing, proactive interference, sentence learning, sentence recall, recognition memory, sentence completion
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