result methods and intro essays

result methods and intro essays There are many questions to how people process information. Many have understood that people remember and learn components of a passage more easily when particular elements of the passage are subjectively considered to be important than when its not. Systems such as story schemata produce organized descriptions of the substance of a text. Thus, drawing attention to particular parts of a story. However, there is no definite answer as to what makes such element s important, and therefore making such components become easily retrieved. This paper will list possible explanations for what makes specific text important. Findings from prior research give special consideration to evidence that seem to maintain dissimilarities between encoding and retrieval. The schemata theory has been used for the present experiment. In this theory, components of a schemata are slots or variables which may be defined as events or elements that are remembered better because there is a structure or framework laid down beforehand. Such theories, which try to explain how schemas work are recognized as the attention-directing theory or the slot theory. Schema theory provides an instant annotation on the dominance in the recollection of important information. In the attention-directing hypothesis the schema singles out important elements. Therefore, more attention is devoted to these elements than to less important ones, and so they more likely to be learned. Another hypothesis is the ideational scaffolding hypothesis in which the schema is most likely going to contain a slot for important text elements where the information gets stored specifically because there is a function for it. Ways of processing information are based upon individual differences, in which there may or may not be slots for both important and unimportant elements. Several investigators (Bower, 1977; Mandler Pich...