Learning from Text: A Cognitive Control Perspective
Abstract
The studies centered on investigations of differences in text processing strategies associated with differences in the capacity to keep information active in memory (working memory capacity). A series of experiments showed that readers low in working memory capacity try to compensate for this deficit by forming very concrete interpretations of a text. Such readers will use a goal to guide comprehension at the expense of less goal-relevant information. Expository text was also used to determine if differences in working memory affect what is learned from instructional text. The results showed that readers low in working memory span have less ability to keep the overall topic in mind as they read. These readers do attempt to compensate by reinstating the topic in memory at the end of the text. The results showed that theories must address how working memory resources are flexibly allocated during reading. Cognition, Text processing, Working memory individual differences.
Document Details
- Document Type
- Technical Report
- Publication Date
- May 20, 1992
- Accession Number
- ADA251842
Entities
People
- Paul Whitney
Organizations
- Washington State University