{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68775"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68775","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Prior Knowledge and Recall of Text Details: Assimilation, Correction, and Prediction-Postdiction Discrepancy","abstract":"In Study I, the learning pattern for a group which read a text preceded by an advance organizer was compared to that of a control group. Three hypotheses regarding the expected schema-text interaction were tested: The Assimilation, the Schema+Correction, and the Assimilation+Correction Hypotheses. Findings favored A+CH, which holds that text units predicated by the schema (type 1 ideas) are assimilated resulting in loss of their particularized clarity, while type 2 ideas representing unexpected information are enhanced. The dominant treatment effect was assimilatory loss of type 1 details, primarily a low ability phenomenon. Positive effects on type 2 knowledge-updating were strongest for Ss with good reasoning skills.","abstract_html":"In Study I, the learning pattern for a group which read a text preceded by an advance organizer was compared to that of a control group. Three hypotheses regarding the expected schema-text interaction were tested: The Assimilation, the Schema+Correction, and the Assimilation+Correction Hypotheses. Findings favored A+CH, which holds that text units predicated by the schema (type 1 ideas) are assimilated resulting in loss of their particularized clarity, while type 2 ideas representing unexpected information are enhanced. The dominant treatment effect was assimilatory loss of type 1 details, primarily a low ability phenomenon. Positive effects on type 2 knowledge-updating were strongest for Ss with good reasoning skills.","abstract_has_math":false,"creators":["Derry, Sharon Jones"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:48:47Z","date_published":"2014-12-15T18:48:47Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8209562"],"render_values":[{"text":"(UMI)AAI8209562","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68775","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Derry, Sharon Jones"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:48:47Z","10000-01-01","1982"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68775","(UMI)AAI8209562"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In Study I, the learning pattern for a group which read a text preceded by an advance organizer was compared to that of a control group. Three hypotheses regarding the expected schema-text interaction were tested: The Assimilation, the Schema+Correction, and the Assimilation+Correction Hypotheses. Findings favored A+CH, which holds that text units predicated by the schema (type 1 ideas) are assimilated resulting in loss of their particularized clarity, while type 2 ideas representing unexpected information are enhanced. The dominant treatment effect was assimilatory loss of type 1 details, primarily a low ability phenomenon. Positive effects on type 2 knowledge-updating were strongest for Ss with good reasoning skills.","Study II employed a biasing paradigm to test four hypotheses regarding specific mechanisms thought to underlie the A+C effect: The False Sense of Security, the Discrepancy, the Structural Importance, and the Change in State of Schema Hypotheses. Findings favored CSSH, which assumes that type 2 text encounters exert accommodative change forces on the schematic memory representation of text, causing a perspective shift which increases the reader's capacity to regenerate text ideas consistent with an evolved state of schema, but decreases his/her ability to recall ideas compatible with the original, non-evolved state. Consistent with Study I results, the shift was associated with information loss and low verbal Ss.","Made available in DSpace on 2014-12-15T18:48:47Z (GMT). No. of bitstreams: 1 8209562.pdf: 8715775 bytes, checksum: 2030acd9540a399f885e853a5835fcd6 (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 68941 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","287 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982."]},{"key":"dc:title","label":"Title","values":["Prior Knowledge and Recall of Text Details: Assimilation, Correction, and Prediction-Postdiction Discrepancy"]}]}],"canonical_facts":{"dc:creator":["Derry, Sharon Jones"],"dc:date":["2014-12-15T18:48:47Z","10000-01-01","1982"],"dc:description":["In Study I, the learning pattern for a group which read a text preceded by an advance organizer was compared to that of a control group. Three hypotheses regarding the expected schema-text interaction were tested: The Assimilation, the Schema+Correction, and the Assimilation+Correction Hypotheses. Findings favored A+CH, which holds that text units predicated by the schema (type 1 ideas) are assimilated resulting in loss of their particularized clarity, while type 2 ideas representing unexpected information are enhanced. The dominant treatment effect was assimilatory loss of type 1 details, primarily a low ability phenomenon. Positive effects on type 2 knowledge-updating were strongest for Ss with good reasoning skills.","Study II employed a biasing paradigm to test four hypotheses regarding specific mechanisms thought to underlie the A+C effect: The False Sense of Security, the Discrepancy, the Structural Importance, and the Change in State of Schema Hypotheses. Findings favored CSSH, which assumes that type 2 text encounters exert accommodative change forces on the schematic memory representation of text, causing a perspective shift which increases the reader's capacity to regenerate text ideas consistent with an evolved state of schema, but decreases his/her ability to recall ideas compatible with the original, non-evolved state. Consistent with Study I results, the shift was associated with information loss and low verbal Ss.","Made available in DSpace on 2014-12-15T18:48:47Z (GMT). No. of bitstreams: 1 8209562.pdf: 8715775 bytes, checksum: 2030acd9540a399f885e853a5835fcd6 (MD5) Previous issue date: 1982","Embargo set by: Seth Robbins for item 68941 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","287 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982."],"dc:identifier":["http://hdl.handle.net/2142/68775","(UMI)AAI8209562"],"dc:subject":["Education, Educational Psychology"],"dc:title":["Prior Knowledge and Recall of Text Details: Assimilation, Correction, and Prediction-Postdiction Discrepancy"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:59Z"}