Answer:
Explanation:
Replicated a study by A. L. Brown and S. S. Smiley (see PA, Vols 58:7183 and 62:8220) on the development of strategies for studying texts, using a cross-cultural design. In an initial norming phase 24 undergraduates from Papua New Guinea were found to make the same discrimination between linguistic units of a prose passage in terms of importance to textual theme as did the original American sample. Subsequently, recall of units was experimentally demonstrated to correspond with the rated importance of each unit. Contrary to Brown and Smiley's findings, however, intentional study instructions and provision of extended study time had minimal effect on recall performance. In addition, there was no significant difference between 1st- and 4th-yr students. Explanations of these data in terms of differential motivation and lack of effective use of study strategies are discussed.
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