The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Depth of processing and interference effects in the learning and remembering of sentences.
Open accessAbstract
Made available in DSpace on 2010-12-21T22:38:06Z (GMT). No. of bitstreams: 3 ctrstreadtechrepv01977i00021_opt.pdf: 468702 bytes, checksum: fc0cfed576de26c1552cbf88c2c06fb2 (MD5) ctrstreadtechrepv01977i00021_tei.xml: 47904 bytes, checksum: 6c352b8b7de184a00c21b8422657443a (MD5) license.txt: 4924 bytes, checksum: 09e9f63a96b1a6d0405b83d57199700c (MD5) Previous issue date: 1977
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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.”
From The benefit of generating errors during learning (2014) · cites this paper as Kane and Anderson's (1978)
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Even in the undetermined condition, where participants nearly always produced an error, generating led to better final test performance than reading.”
From The benefit of generating errors during learning (2014) · cites this paper as Kane & Anderson, 1978
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Levels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566
Underwood, B. J. (1957) · Psychological Review · doi:10.1037/h0044616 · Cited by 853
Hyde, T. S., & Jenkins, J. J. (1969) · Journal of Experimental Psychology · doi:10.1037/h0028372 · Cited by 455
Critical issues in interference theory
Postman, L. J., & Underwood, B. J. (1973) · Memory & Cognition · doi:10.3758/bf03198064 · Cited by 422
On Asking People Questions about What They are Reading
Anderson, R. C., & Biddle, W. B. (1975) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(08)60269-8 · Cited by 374
Self-citationDelay-retention effect with multiple-choice tests.
Kulhavy, R. W., & Anderson, R. C. (1972) · Journal of Educational Psychology · doi:10.1037/h0033243 · Cited by 209
Self-citationImproving memory for prose: The relationship between depth of processing and context
Schallert, D. L. (1976) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/0022-5371(76)90055-4 · Cited by 185
Effects of three types of inserted questions on learning from prose.
Watts, G. H., & Anderson, R. C. (1971) · Journal of Educational Psychology · doi:10.1037/h0031633 · Cited by 164
Self-citationDelay-retention effect in natural classroom settings.
Surber, J. R., & Anderson, R. C. (1975) · Journal of Educational Psychology · doi:10.1037/h0077003 · Cited by 78
Self-citationLearning Concepts from Definitions
Anderson, R. C., & Kulhavy, R. W. (1972) · American Educational Research Journal · doi:10.2307/1161754 · Cited by 71
Self-citationRetroactive inhibition of meaningful discourse.
Anderson, R. C., & Myrow, D. L. (1971) · Journal of Educational Psychology · doi:10.1037/h0030774 · Cited by 61
Self-citationTeacher behaviors and curriculum packages : implications for research and teacher education
Siegel, M. (1977) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 47
Meaningful processing of sentences.
Anderson, R. C., Goldberg, S. M. R., & Hidde, J. L. (1971) · Journal of Educational Psychology · doi:10.1037/h0031625 · Cited by 44
Self-citationImagery, verbatim and paraphrased questions, and retention of meaningful sentences.
André, T., & Sola, J. (1976) · Journal of Educational Psychology · doi:10.1037//0022-0663.68.6.661 · Cited by 27
Response competition in the forgetting of paired associates
Anderson, R. C., & Watts, G. H. (1971) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(71)80089-0 · Cited by 22
Self-citationNelson, T. O. (1970) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 2
Cited by
Sorted by citations
Salomon, G. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.4.647 · Cited by 1,015
Learning to Learn: On Training Students to Learn from Texts
Brown, A. L., Campione, J. C., & Day, J. D. (1981) · Educational Researcher · doi:10.3102/0013189x010002014 · Cited by 773
Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon
Salomon, G., & Perkins, D. N. (1989) · Educational Psychologist · doi:10.1207/s15326985ep2402_1 · Cited by 1,121
Learning Versus Performance: An Integrative Review
Soderstrom, N. C., & Bjork, R. A. (2015) · Perspectives on Psychological Science · doi:10.1177/1745691615569000 · Cited by 651
Metcalfe, J. (2016) · Annual Review of Psychology · doi:10.1146/annurev-psych-010416-044022 · Cited by 615
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
