Investigating Topic-Related Attitude: Effect on Reading and Remembering Text

摘要: Abstract This study explored the effect of topic-related attitude on children's learning and remembering from text. The subjects were 58 sixth-grade students randomly assigned to three treatment groups. A 3 × 2 (Favorable-, Unfavorable-, Neutral-Attitude Groups x Positive Negative Passages Immediate Delayed Recall) repeated measures ANCOVA design was used for study. Teachers trained present a social studies unit about fictitious country, Titubia. Results within limitations supported notion that experimentally created attitudes do not appear interfere with immediate recall text-based information or cause younger selectively encode information. Our showed influenced delayed reconstruction memories text but did exert sufficient influence initial reception