We propose a new measure of individual differences in reading comprehension ability that is theoretically motivated, easy to administer, and has high predictive power. Participants read 3-sentence paragraphs describe the relations among set real artificial terms, then they respond true-false statements assess their access integrate long-term memory knowledge with text information, make text-based inferences, recall text. The components our task predict performance on test global range...

Abstract Although a considerable amount of evidence has been amassed regarding the contributions lower‐level word processes, higher‐level and working memory to reading comprehension, little is known about relationships among these sources individual differences or their relative comprehension performance. This study addresses shortcomings by using structural equation modeling. The principal model tested in this study—called cognitive components‐resource comprehension—proposes set specific...

When taking multiple-choice tests of reading comprehension such as the Scholastic Assessment Test (SAT), test takers use a range strategies that vary in extent to which they emphasize questions versus passages. Researchers have challenged construct validity these because can achieve better-than-chance performance even if do not read passages at all. By using an individual-differences approach compares relative power working memory span predict SAT for different test-taking strategies,...

Abstract We used Barton and Sanford's (1993) anomaly detection task to investigate text processing differences between skilled less-skilled readers. The results of 2 experiments showed that many readers had the tendency process in a shallow or incomplete manner, frequently failing detect anomalous nouns noun phrases (NPs) such as "Amanda was bouncing all over because she taken too tranquilizers (tranquilizing sedatives)." This finding suggests not are scrupulous about integrating every word...

In this study, the authors show that Hannon and Daneman's (2001 , B. & Daneman M. ( 2001 ). A new tool for measuring understanding individual differences in component processes of reading comprehension . Journal Educational Psychology 93 103 – 128 .[Crossref], [Web Science ®] [Google Scholar], Psychology, 93, 103–128) task can be used to investigate older readers' performance, determine which components are most susceptible declines with normal aging. Results revealed ability remember text...

The present study reports the development of a theoretically motivated measure that provides estimates preschooler's ability to recall auditory text, make text-based inferences, access knowledge from long-term memory, and integrate this accessed with new information text. This preschooler component processes task is based on measures developed by Hannon Daneman (2001) August, Francis, Hsu, Snow (2006), but it uses pictures text more suitable for children 4--6 years age. results show...

Abstract Evidence for shallow semantic processing has depended on paradigms that required readers to explicitly report whether they noticed an anomalous noun phrase (NP) after reading text such as ‘Amanda was bouncing all over because she had taken too many tranquillizing sedatives in one day’. We replicated previous research by showing frequently fail the anomaly, and less-skilled have particular difficulty reporting locally NPs stimulants. In addition, we examined time course of anomaly...

When taking multiple-choice tests of reading comprehension such as the Scholastic Assessment Test (SAT), test takers use a range strategies that vary in extent to which they emphasize questions versus passages. Researchers have challenged construct validity these because can achieve better-than-chance performance even if do not read passages at all. By using an individual-differences approach compares relative power working memory span predict SAT for different test-taking strategies,...

Abstract Previous prospective memory studies have revealed some important features of encoding, retrieval, and the match between encoding retrieval that contribute to performance. However, these not provided evidence concerning relative importance three factors because no study has investigated all in a single design. We developed laboratory-based paradigm allowed us manipulate different characteristics simultaneously experiment. The results eight experiments showed an influence on...

To-date, studies have examined simultaneously the relative predictive powers of two or three factors on GPA. The present study examines five social/personality factors, cognitive/learning and SAT scores to predict freshmen non-freshmen (sophomores, juniors, seniors) academic success (i.e., GPA). results revealed many significant predictors GPA for both non-freshmen. However, subsequent regressions showed that only self-efficacy, epistemic belief learning, high-knowledge integration explained...

This study identifies a number of sources individual differences in SAT performance by examining the simultaneous contributions factors from two otherwise disparate research areas, namely cognition/learning and social/personality. Preliminary analysis revealed that just cognitive/learning measures accounted for 37.8, 41.4 21.9% variance SAT, V-SAT Q-SAT performance, respectively while social/personality 21.4, 18.2 17.3% variance. When combined, even larger amounts performance; specifically...

Abstract After reading text such as Amanda was bouncing all over because she had taken too many tranquilizing sedatives in one day, young adult readers frequently fail to report that they noticed the anomalous noun phrase (NP). Although of skill levels are susceptible this kind shallow semantic processing, less-skilled more and have particular difficulty detecting locally NPs stimulants. This article explores whether aging has a similar impact on reader's propensity toward processing....

This study uncovers which learning (epistemic belief of learning), socioeconomic background (level parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, anxiety, background, and epistemic were administered to 143 European American 62 Hispanic students. ANCOVA revealed that measures learning, performance-avoidance level education...

Three experiments examined the effects of semantic characteristics word pairs on memory using encoding specificity paradigm. The paradigm involved four phases: (a) an phase to relate cues and targets, (b) a in which words were generated new cues, (c) for recognition (d) cued-recall original cues. Encoding classified priori as either semantically similar (e.g., alluring-PRETTY), contrasting drab-PRETTY), or unrelated sore-PRETTY). Generation beautiful-PRETTY) ugly-PRETTY). For recall, results...

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This study shows that home literacy activities contribute to kindergarten children's higher-level comprehension processes, namely knowledge integration and access. Kindergarten children completed measures assessing language skills then their performances on these were correlated with activities, which assessed via a parental questionnaire. Consistent previous research, the results revealed informal positively related vocabulary but not letter-word decoding phonemic skills. The also access,...