Differential Context Effects in the Comprehension of Abstract and Concrete Verbal Materials.

Schwanenflugel, Paula J.; Shoben, Edward J.

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Peer reviewed

ERIC Number: EJ282201

Record Type: Journal

Publication Date: 1983-Jan

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Differential Context Effects in the Comprehension of Abstract and Concrete Verbal Materials.

Schwanenflugel, Paula J.; Shoben, Edward J.

Journal of Experimental Psychology: Learning, Memory, and Cognition, v9 n1 p82-102 Jan 1983

Three experiments tested contrasting predictions of a dual-representation theory and a context availability model of concreteness effects in verbal processing. Without context, reading times/lexical decision times for abstract sentences/words were longer than for concrete sentences/words. Rated context availability was a good predictor of reaction time. (Author/BW)

Descriptors: Abstract Reasoning, Context Clues, Higher Education, Models, Paragraphs, Reaction Time, Reading Comprehension, Sentences, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A