Allocation of Attention during Reading.

This paper examines the theory that important text information is better learned than less important information because readers devote more attention to important information. Previous research showing that more attention is paid to important information is inconclusive because the extra attention could be an epiphenomenon. New research indicates that attention is on the causal path between adjunct questions and learning, but is not on the causal path between the interestingness of the material and learning.