Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.
The author examined memory for text in terms of the independent influences of semantic knowledge associations and text organization. Semantic associations were operationalized as the semantic relatedness between individual text concepts and the text as a whole and assessed with latent semantic analysis. The author assessed text organization by simulating comprehension with the construction integration model. Text organization consistently accounted for unique variance in recall. Semantic associations strongly predicted expository recall and predicted narrative recall significantly but to a lesser extent, even when the familiarity of the narrative content was manipulated. Results suggest that prior semantic associations and novel associations in the text structure influence memory independently, and that these influences can be affected by text genre.
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