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Reading: Mémoire des Consignes et Performance à La Tâche


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Research Article

Mémoire des Consignes et Performance à La Tâche


Bernadette Ska

Université de Montréal Faculté des Sciences de l'Education Case Postale 6128, succ. A Montréal, Québec H3C 3J7, CA
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[Instruction Memory and Task Result]


Six different texts were presented as instruction for a task managed by computer. Text variations were information amount where the text was complete, shortened or amputated and syntactic formulation (simple and complex). After reading the text, subjects (360) recalled the text and then did the task. When they finished, they recalled and did the task a second time. Recall was coded in propositions proposed by Kintsch and Le Ny. Reading time, recall time, execution time of the task and errors in the task were measured. The results show that information amount in instruction influences reading time, recall time and task execution time and that syntactic formulation influences errors in the task and reading time.

How to Cite: Ska, B., 1983. Mémoire des Consignes et Performance à La Tâche. Psychologica Belgica, 23(1), pp.57–71. DOI:
Published on 01 Jan 1983.
Peer Reviewed


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