Working memory and the effect of topic familiarity on comprehension of information read on computer screens

Several independent studies have investigated the effects of working memory capacity and prior knowledge (in this study explored as topic familiarity) on text comprehension. However, until the present moment, few, if none, studies have simultaneously addressed both constructs, that is, how comprehension of information read on computer screens, among readers with lower and higher working memory capacity is impacted by topic familiarity. Thus, this study was carried out in order to investigate how comprehension tests scores of texts read on screens varied with the presence or absence of topic familiarity with groups of readers of different working memory spans. The results indicate a positive impact of topic familiarity, especially for the group of readers with lower working-memory spans, which leads us to consider this study motivating for future research that seeks ways to reduce the demands on working memory capacity and thus enabling better reading comprehension for students with cognitive challenges. Furthermore, reading on digital media has become an inevitable part of contemporary life, hence the importance of obtaining comprehension scores from readings done on electronic devices

Cognition · Cognitive psychology · Cognitive science · Comprehension · Human–computer interaction · Programming language · Working memory · Child Development and Digital Technology · Computer Science · Digital literacy in education · Gender and Technology in Education · Neuroscience · Psychology