Sinclair G P, Healy A F, Bourne L E
Department of Psychology, University of Colorado, Boulder 80309.
J Exp Psychol Learn Mem Cogn. 1989 May;15(3):418-31. doi: 10.1037//0278-7393.15.3.418.
Previous research indicates that during conventional reading, readers pause at particular loci within a text, presumably for the purpose of higher level processing and integration. If such pausing is necessary for efficient text comprehension and memory, then providing readers with equivalent processing opportunities with strategically placed pauses in rapid sequential visual presentation (RSVP) text displays should facilitate comprehension and memory. Three experiments are reported in which various time parameters of RSVP displays are manipulated. The results indicate that memory for specific text is facilitated when additional processing time is provided. However, how and where the additional time is distributed within a text, over broad limits, is not important. We use a method of text memory assessment that is not typically used in RSVP research and that is more sensitive to text presentation manipulations than the commonly used multiple-choice questions. This fill-in-the-blank technique also provides evidence that memory representations for texts are structured as meaningful subsentence units.
