On non-verbatim learning: II. The erosion effect of a task-induced learning algorithm

Abstract.— The failure of a learning-algorithm (which tells the subjects what to do in order to succeed in the learning task) is demonstrated. The experimental group was asked content-neutral questions, intended to induce deep-level processing after each section of the passage to be read. Narrow focusing of attention on the questions themselves resulted in erosion of content, reflected in weak performance on a retention test, and only mentioning (as opposed to commenting on) topics in recall. The deleterious effects persisted over an interval of more than two months.