Use of Cognitive Capacity in Reading: Effects of Processing Information from Text for Immediate Recall and Retention

Abstract

In two experiments, subjects read short passages and then took recall tests on them. One group expected and received a delayed test on each passage, and the other group expected and received an immediate test. In the delayed test condition, the delay was one minute long and was filled with a distracting task. Use of cognitive capacity during reading of the passages was measured with a secondary task technique. Inspection time and learning were also measured. Results showed that more cognitive capacity was used when subjects expected a delayed test than when they expected an immediate test, but no more time was spent reading and no more was recalled. It was concluded that subjects engaged in additional cognitive operations when they expected a delayed recall test, and these operations used cognitive capacity and were carried out in parallel with the cognitive operations associated with the other cognitive processes in reading.