Students' Knowledge of Recallability of Sentences and Strategies for Recalling Textual Prose

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Abstract
College students read two passages and indicated which sentences would be difficult to recall. Based on these predictions, sentences were assigned to one of three predicted recallability categories (easy, medium, and difficult). Subsequently, 24 subjects read and recalled the passages. Analysis of variance indicated that actual recall scores varied as a function of categories of predicted recallability. Also, subjects adopted a strategy whereby they allocated more processing time to sentences which were categorized as difficult to recall.