Accession Number : ADA302003
Title : Augmentation of Research on Cognitive Control.
Descriptive Note : Final technical rept. May 92-Jun 95,
Corporate Author : WASHINGTON STATE UNIV PULLMAN
Personal Author(s) : Whitney, Paul
PDF Url : ADA302003
Report Date : 25 OCT 1995
Pagination or Media Count : 106
Abstract : The influence of individual differences in working memory span (WMS) on comprehension of instructional text was examined. Results showed that readers across the range of WMS paid special attention to thematic statements when they read instructional texts. This was shown through longer reading times of sentences in the initial position of paragraphs. However, if comprehension of specific details was stressed by asking about details after each passage, then high WMS readers increased thematic processing in comparison to reading times obtained when the questions were asked about topics and details. Low WMS readers did not increase thematic processing when details were stressed. The increased thematic processing by high WMS readers was associated with better comprehension of both topics and details on a later surprise test of learning. Higher WMS may allow some readers to use integrative strategies not available to other readers. However, we obtained evidence that performance could be improved for low span readers by manipulating text characteristics. (AN)
Descriptors : *COGNITION, *MEMORY(PSYCHOLOGY), *READING, STRATEGY, COMPARISON, WORDS(LANGUAGE), CONTROL THEORY, INSTRUCTIONS, MENTAL ABILITY, INFORMATION PROCESSING, TEXT PROCESSING, REACTION(PSYCHOLOGY), COMPREHENSION, CONDITIONING(LEARNING), CONTEXT SENSITIVE GRAMMARS.
Subject Categories : Psychology
Distribution Statement : APPROVED FOR PUBLIC RELEASE