Learning From School Texts
- 1 January 1992
- journal article
- Published by Taylor & Francis in Educational Psychologist
- Vol. 27 (1) , 53-63
- https://doi.org/10.1207/s15326985ep2701_5
Abstract
Textbooks, which serve as vehicles for knowledge acquisition in school, are often difficult to read. One aspect of difficulty is the inclusion in otherwise boring texts of "fictional inducements to attention" (Dewey, 1913). These pieces of information are usually recalled by students, whereas important generalizations are not. Recent research on this phenomenon is reported. Suggestions for modification of both learning materials and activities of learners are offered.Keywords
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