Incidental Prose Learning

Abstract

Incidental tasks were used to induce limited cognitive processes during reading in two groups. These groups did not expect a test. A control group was informed in detail about all aspects of the final test. Study time was unlimited for all groups. All groups were given a final test of recall for facts and conclusions from three passages. Recall in the incidental task groups was superior or equivalent to recall in the intentional learning group, indicating that the cognitive processes induced in the incidental groups were sufficient for learning.