Augmentation of Research on Cognitive Control
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
Document Details
- Document Type
- Technical Report
- Publication Date
- Jun 07, 1994
- Accession Number
- ADA280956
Entities
People
- Paul Whitney
Organizations
- Washington State University