Abstract
A test of Ausubel's theoretical concept of integrative reconciliation was made using orienting directions embedded in two written essays which attempted to prompt or guide Ss to make relevant comparisons and contrasts between the two essays. Immediate and 7-day retention was tested. Scores for questions keyed to each essay were analyzed both separately and as combined totals. Number correct and number of intrusion errors were analyzed. Results indicated no significant differences due to treatments on number correct but that number of intrusion errors seemed to decline with the provision of orienting directions that specifically pointed out comparisons and contrasts to Ss. Results are discussed in terms of evidence derived from studies on mathemagenic behaviors and orienting directions, and the theoretical possibility of teaching cognitive strategies of encoding and retrieval.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
