Investigating the Development of Topic-Related Attitudes: The Effect on Children's Reading and Remembering Text
Journal of Educational Research
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 topic-related attitude treatment groups. A3 × 2 × 2 (Favorable-, Unfavorable-, and Neutral-Attitude Groups × Positive and Negative Passages × Immediate and Delayed Recall) repeated measures ANCOVA design was used for the study. Teachers were trained to present a social studies unit about a fictitious country, Titubia. Results within the limitations of the study supported the notion that experimentally created topic-related attitudes do not appear to interfere with the immediate recall of text-based information or cause younger subjects to selectively encode that information. Our study showed that experimentally created topic-related attitudes influenced the delayed reconstruction of memories for text but did not exert sufficient influence to interfere with the initial reception of information from text.
Reutzel, D. R., & Hollingsworth, P. M. (1991). Investigating the Development of Topic-Related Attitudes: The Effect on Children's Reading and Remembering Text. Journal of Educational Research, 84 (July/August), pp. 334-344.