The effect of interest on comprehension and recall of primary and secondary tasks.
Item
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Title
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The effect of interest on comprehension and recall of primary and secondary tasks.
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Identifier
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AAI9630516
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identifier
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9630516
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Creator
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Walters, Janice Ann.
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Contributor
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Adviser: Sigmund Tobias
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Date
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1996
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Higher | Psychology, Cognitive
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Abstract
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The study investigated the effect of interest on comprehension and recall of primary and secondary tasks. Subjects (n-81) were randomly assigned to one of six conditions: case-illustrated (high interest) primary and secondary tasks; case-illustrated primary with an expository (low interest) secondary task; case-illustrated primary only; expository primary with a case-illustrated secondary task; expository primary and secondary tasks; and expository primary only. Subjects read the primary task passage on computer while listening to secondary task text, rated their interest in each text, completed two free recall and two multiple choice posttests, and answered questions related to the cognitive processes used while learning primary and secondary tasks.;The hypothesis of greater comprehension and recall under high compared to low interest conditions was not supported. However, the study found a significant multivariate interaction for primary x secondary task with significant univariate effects for primary and secondary task multiple choice posttests. Subjects who read expository passages answered significantly more primary task questions correctly when they heard case-illustrated, compared to expository or no secondary task texts. Further, when participants read case-illustrated passages, they answered significantly fewer questions correctly when they heard case-illustrated, compared to expository or no secondary task texts. As predicted, those who read expository text answered significantly more secondary task questions correctly when they heard case-illustrated, compared to expository or no secondary task texts. Subjects who read case-illustrated passages answered an equal number of questions correctly, irrespective of secondary task condition.;The findings of the study suggest that importance may override interest in directing mature students' attention. Subjects appear to have been strategic in approaching the primary task when told they would be required to answer questions related to its content. They directed their attention toward important, less interesting information, while using cues from the case-illustrated secondary task text to make expository passages more interesting. However, those who read case-illustrated text were not as strategic. They appear to have directed their attention toward case descriptive paragraphs included in this text, resulting in their decreased comprehension and recall of important, less interesting information.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
