Working memory capacity as a predictor of multiple text comprehension
Datos Bibliográficos
| ID | 11273147 |
|---|---|
| Autores | Lena Hildenbrand (0000-0002-6344-4827, University of Illinois Chicago, autor de correspondencia), Jennifer Wiley (0009-0007-7846-7240, University of Illinois Chicago) |
| Año | 2023 |
| Volumen | 60 |
| Número | 4-5 |
| Páginas | 378-396 |
| Fecha de publicación | 2023-05-28 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Discourse Processes (JOURNAL) |
| Identificadores de la revista | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0163853x.2023.2197690 |
| OpenAlex | W4375852796 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 74 |
The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only performance on the inference questions was uniquely related to WMC whereas performance on textbase and across-text questions was not. Results suggest that WMC still plays a role in comprehension even when texts are available, and the role of WMC seems to be most strongly tied to integration demands
Categorization · Cognition · Cognitive psychology · Comprehension · Inference · Linguistics · Reading (process · Reading comprehension · Short-term memory · Test (biology · Working memory · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Artificial Intelligence
Media multitasking
The effects of embedded quizzes on self‐regulated processes and learning performance during a multimedia lesson
Predicting multiple-text integration
Question-answering processes in reading multiple texts in a second language
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Psychology of Reading
Dimensions of situation model construction in narrative comprehension.
Text processing of domain-related information for individuals with high and low domain knowledge
Working memory constraints on the processing of syntactic ambiguity
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
Constructing arguments from multiple sources
Investigating differences in general comprehension skill.
Working memory and language comprehension
The Generality of Working Memory Capacity
Resolv
Children's Reading Comprehension Ability
Executive Function and Reading Comprehension
Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
Individual differences in syntactic processing
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts
Evaluation of the role of phonological STM in the development of vocabulary in children
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
Working memory span tasks
Cognitive Theory of Multimedia Learning
Working Memory Capacity as Executive Attention
Fitting Linear Mixed-Effects Models Using lme4
Historical problem solving
Text comprehension, memory, and learning
Reversing the Reverse Cohesion Effect
Predicting Text Comprehension, Processing, and Familiarity in Adult Readers
Learning from texts
Working‐memory capacity and the use of elaborative inferences in text comprehension
Predictive Inference Generation as a Function of Working Memory Capacity and Causal Text Constraints
Reading Contexts, Goals, and Decisions
Reading From Multiple Documents
Trust Matters
Revising Social Studies Text from a Text-Processing Perspective
Comprehending and Learning From Internet Sources
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Working memory, comprehension ability and the resolution of text anomaly
How executive functions contribute to reading comprehension
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 2,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |