Journal ArticleDOI
Individual differences in working memory and reading
TLDR
The reading span, the number of final words recalled, varied from two to five for 20 college students and was correlated with three reading comprehension measures, including verbal SAT and tests involving fact retrieval and pronominal reference.About:
This article is published in Journal of Verbal Learning and Verbal Behavior.The article was published on 1980-08-01. It has received 6041 citations till now. The article focuses on the topics: Reading span task & Memory span.read more
Citations
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Journal ArticleDOI
Comprehension Skill and Word-to-Text Integration Processes
TL;DR: This article examined comprehension skill differences in the processes of word-to-text integration, the connection of the meaning of a word, as it is read, to a representation of the text.
Journal ArticleDOI
Visuospatial immediate memory in specific language impairment.
TL;DR: The visuospatial short-term and working memory abilities were at age-appropriate levels in this SLI group, which contrasts markedly with their impairments on tests of verbal short- term andWorking memory.
Book Chapter
Working memory and self-regulation
TL;DR: This chapter introduces contemporary views surrounding the multi-component-view of working memory and focuses on the central executive as the component that is assumed to orchestrate perceptual, cognitive, and motor processes in the service of goal pursuit.
Journal ArticleDOI
Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities
TL;DR: The authors found that second-language acquisition difficulties are related to accessing a language-independent working-memory (WM) system, whereas language-specific phonological memory deficits underlie reading difficulties.
Journal ArticleDOI
Cognitive Skills, Student Achievement Tests, and Schools
Amy S. Finn,Matthew A. Kraft,Martin R. West,Julia A. Leonard,Julia A. Leonard,Crystal E. Bish,Rebecca E. Martin,Rebecca E. Martin,Rebecca E. Martin,Margaret A. Sheridan,Christopher F. O. Gabrieli,John D. E. Gabrieli,John D. E. Gabrieli,John D. E. Gabrieli +13 more
TL;DR: It is suggested that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills, rather than improving academic performance.
References
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Journal Article
The magical number seven, plus or minus two: some limits on our capacity for processing information
TL;DR: The theory of information as discussed by the authors provides a yardstick for calibrating our stimulus materials and for measuring the performance of our subjects and provides a quantitative way of getting at some of these questions.
Book
The magical number seven plus or minus two: some limits on our capacity for processing information
TL;DR: The theory provides us with a yardstick for calibrating the authors' stimulus materials and for measuring the performance of their subjects, and the concepts and measures provided by the theory provide a quantitative way of getting at some of these questions.
Journal ArticleDOI
A spreading-activation theory of semantic processing
TL;DR: The present paper shows how the extended theory can account for results of several production experiments by Loftus, Juola and Atkinson's multiple-category experiment, Conrad's sentence-verification experiments, and several categorization experiments on the effect of semantic relatedness and typicality by Holyoak and Glass, Rips, Shoben, and Smith, and Rosch.
Journal ArticleDOI
Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory.
TL;DR: Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments and demonstrated the qualitative difference between 2 modes of information processing: automatic detection and controlled search.
Journal ArticleDOI
Toward a model of text comprehension and production.
Walter Kintsch,Teun A. van Dijk +1 more
TL;DR: The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel, and a model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory.