Role of instructions in abstraction of linguistic ideas.

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Abstract
Using the J. Bransford and J. Franks (see record) paradigm, 26 undergraduates were asked (a) whether they had actually encountered each of a list of sentences presented earlier or (b) whether these sentences meant exactly the same thing as sentences encountered earlier. Results demonstrate that the linear relationship between the number of ideas in a sentence and recognition-confidence ratings was significantly reduced in the exact meaning condition. It is suggested that the linear effect in the Bransford and Franks studies is due primarily to a particular instructional set and is irrelevant to the study of uniquely semantic processes. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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