Accession Number:

ADA280956

Title:

Augmentation of Research on Cognitive Control

Descriptive Note:

Annual technical rept. 1 May 93-30 Apr 94,

Corporate Author:

WASHINGTON STATE UNIV PULLMAN DEPT OF PSYCHOLOGY

Personal Author(s):

• Whitney, Paul

Report Date:

1994-06-07

Pagination or Media Count:

14.0

Abstract:

The influence of individual differences in working memory span WMS on comprehension of instructional text was examined. Results from the second year of the AASERT grant 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 stresses by asking about details after each postage, then high WMS readers increased thematic processing in comparison to reading times obtained when the questions 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

Descriptors:

• *COGNITION
• *INDIVIDUALIZED TRAINING
• MEMORY(PSYCHOLOGY)
• COMPREHENSION
• INFORMATION PROCESSING
• TEXT PROCESSING

Subject Categories:

• Psychology

Distribution Statement:

APPROVED FOR PUBLIC RELEASE