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1.
Semistructured interviews were used to identify memory strategies used by 35 older adults. Five types of tasks were used: paired‐associate learning, free recall, serial recall, rule learning, and reading comprehension. For the first three tasks, two types of materials were developed: experimental and everyday. The nine memory activities were presented separately. Participants were asked to describe the strategies they would use for each activity. Order of presentation for the experimental and everyday materials was counterbalanced. Examination of the frequency data revealed differences in the number and type of strategies reported for the five types of learning tasks. An analysis of variance revealed that the group receiving the three everyday tasks first reported a significantly greater use of strategies on all tasks. These results indicate that the elderly may have limited repertoires of alternative memory strategies and that the types of materials used can significantly affect their performance.  相似文献   

2.
Memory for everyday information in students with learning disabilities   总被引：6，自引：0，他引：6  
This study compared students with and without learning disabilities (LD) on their recall of academic information and information encountered in the students' everyday lives. The academic recall measures included a sentence listening span test, a rhyming words working memory test, and a visual matrix working memory task. Students' cued recall of all the tasks was also measured. The everyday working memory tasks included a dance episode event recall test; a library procedure recall test; and recall tests of commonly found objects, such as a coin, a telephone, and a McDonald's sign. Compared to students without LD, students with LD performed poorly on both the academic recall tasks and the everyday recall tasks. These results support the notion that some students with LD may have working memory problems that affect their performance on tasks other than reading. The results of the cued recall showed that the availability of cues significantly decreased the ability group differences on many of the academic and everyday tasks. This result replicates prior research findings that students with LD do not use retrieval strategies effectively and that some students with LD may have a production deficiency that affects their retrieval of previously encoded information.  相似文献   

3.
Three experiments evaluated the effects of perceived choice upon comprehension and memory of prose reading passages. Participants in the choice conditions selected the titles of the passages they read, while the rest of the volunteers were not given the opportunity to choose. Experiment 1 compared choice and no choice conditions with young (x = 28.3 years) and elderly (x ‐ 68.9 years) adults of various vocabulary levels. Experiments 2 and 3 tested only elderly groups to evaluate a wider range of vocabulary levels and to compare the effects of starting the reading task either immediately after choosing the titles or after a delay of 2 to 3 weeks. The results indicated both age‐ and vocabulary‐related deficits. However, perceived choice conditions did not produce any consistent improvement in performance.  相似文献   

4.
A multiple baseline design was implemented to address the questions, “Do qualitative changes in reported strategies occur during treatment and does strategy instruction concurrently influence a conceptually related task?” The dependent measure for the prose recall task was the number of idea units recalled, while the number of facts comprehended during silent reading sessions assessed transfer effects. “Thinking aloud protocols” were used to identify cognitive processes during prose recall. The results suggested that a qualitative shift in verbal strategy reports occurred across training sessions. The introduction of cognitive training (visual and verbal mapping of idea units) increased the recall of prose compared to the baseline conditions, although concurrent effects on reading comprehension tasks were minimal. It was assumed that unstable cognitive processes during prose recall, as well as nonequivalent mental processes between the two tasks, accounted for the poor transfer of training effects.  相似文献   

5.
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading.  相似文献   

6.
Abstract

This report considers children's self‐concepts that feed forward to support their choice to participate in reading activities, following coleman and Bornholt (2003). Participants were 10 of 11 year old girls and boys (N=55), including children with reading difficulties and low self‐concepts about reading (N=18). Part 1 was a co relational study Results suggest that various choices combine to indicate children's reading choice behaviours, and reading self‐concepts were assoicated with reading choice behaviours. Part 2 was a brief experiment for children with reading difficulties individually reading choice behaviour. it was concluded that concepts, and feed forward to enhance children's reading choice behaviour. It was concluded that the personal and social based to self‐concepts also support and constrain children's participation in reading activities. The main applications of these findings are for the design of sustained reading motivation programmes in clinical and education settings.  相似文献   

7.
In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over 45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did. Methodological issues and some educational implications are discussed.  相似文献   

8.
College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task. In general, headings seem to improve recall of high importance information, and headings were more effective for high PK learners. Analysis of time data showed that participants with headings spent more time per word reading the pages with headings than participants that did not have headings. Prior knowledge had no effect on attention to either high importance information or important supporting detail. Low prior knowledge readers decreased the amount of time spent reading each word as they progressed through the passage and neither the presence nor absence of headings influenced this effect.  相似文献   

9.
With the rising incidence of television consumption in children, the aim of the present study was to investigate the impact of such habits on vocabulary skills in young children. Very little research has targeted a key cognitive skill—vocabulary—during the toddler years, which represent a critical developmental period. We recruited toddlers, aged two to three, from British child care centers. Parents indicated the television watching habits of their children in different genres (educational, cartoons, baby DVDs, adult entertainment) in order to investigate potential differential effects. We also included other key variables linked to vocabulary acquisition: short-term memory (verbal and visuo-spatial) and reading habits (fiction and educational books). The findings indicated that television did not impact vocabulary scores, either positively or negatively. Instead, reading educational books and short-term memory skills predicted vocabulary performance.  相似文献   

10.
This study investigated the relationships among vocabulary breadth, vocabulary depth, reading comprehension, and reading rate among college‐aged students. While the relationships of some of these variables have been explored in previous research, the current study's focus on the role of vocabulary depth on the literacy measures within a sample of skilled readers is new and produced several interesting findings. First, consistent with the hypotheses, both vocabulary breadth and depth were significantly correlated with reading comprehension and reading rate. Second, while both types of vocabulary knowledge explained unique variance in reading comprehension, only vocabulary breadth explained unique variance in reading rate. Finally, although vocabulary breadth was significantly correlated with both of the vocabulary depth measures, the two depth measures were not significantly correlated with each other. This work implies that a strong depth of vocabulary affects reading comprehension, in addition to the well‐established relationship between vocabulary breadth and comprehension.  相似文献   

11.
This paper considers the nature of joint (parent–child) pre–school activities in the home, and their potential to contribute to the development of early reading skills. Parents gave details of the nature and frequency of any play–based activities that they routinely completed with their children. Their children were assessed on various aspects of phonological awareness, as well as their receptive vocabulary and short–term memory at four years old. One year later they completed a similar battery that also included measures of reading and spelling ability. Children who engaged in a variety of pre–school, parent–child activities showed the best achievement in reading one year later. The frequency of joint activities was also found to impact on reading attainment, vocabulary, memory and aspects of phonological awareness. The importance of shared storybook reading for later independent reading ability was reiterated by this study.  相似文献   

12.
This study set out to develop a Chinese Author Recognition Test (CART) that might be used as a measure of objective print exposure for college students in Taiwan. We found that there is a linkage between print exposure and general reading achievement for college students. We also found that, among self‐reported reading habits, comparative reading habits and CART, primary print knowledge scores within the CART family have the strongest prediction power for both the ‘General Scholastic Ability Test‐Chinese’ and the ‘Department Required Test‐Chinese’ beyond the joint contributions of vocabulary size and reading comprehension. By sharing the process of developing the instrument, we shed some light for researchers from regions other than English‐speaking countries on how they might move forward in future investigations.  相似文献   

13.
Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices.  相似文献   

14.
Alex Kendall 《Literacy》2008,42(3):123-130
In this paper I will argue that while young adult readers may often be represented through ‘othering’ discourses that see them as ‘passive’, ‘uncritical’ consumers of ‘low‐brow’, ‘throw‐away’ texts, the realities of their reading lives are in fact more subtle, complex and dynamic. The paper explores the discourses about reading, identity and gender that emerged through discussions with groups of young adults, aged between 16 and 19, about their reading habits and practices. These discussions took place as part of a PhD research study of reading and reader identity in the context of further education in the Black Country in the West Midlands. Through these discussions the young adults offered insights into their reading cultures and the ‘functionality’ of their reading practices that contest the kinds of ‘distinction[s]’ that tend to situate them as the defining other to more ‘worthy’ or ‘valuable’ reading cultures and practices. While I will resist the urge to claim that this paper represents the cultures of young adult readers in any real or totalising sense I challenge the kinds of dominant, reductive representations that serve to fix and demonise this group and begin to draw a space within which playfulness and resistance are alternatively offered as ways of being for these readers.  相似文献   

15.
Well‐educated Korean women are returning to higher education in unprecedented numbers with the motivation of recovering their personal identity. The purpose of this qualitative study is to understand the ways in which this experience is meaningful to these re‐entry women. In‐depth interviews were conducted with 13 Korean full‐time housewives aged 25 to 45 who already had a bachelor’s degree but enrolled at university. The constant comparative method was employed for data analysis. The major findings of this study were that the re‐entry experiences were meaningful for the participants in that they re‐established themselves as independent individuals, dispelled a sense of isolation, obtained a sense of accomplishment, gained recognition and structured their everyday lives. These experiences are perceived as meaningful because attending university addressed the sources of discontent in their lives.  相似文献   

16.
After third grade of elementary school, native Hebrew speakers in Israel gradually become expert in reading two kinds of writing systems: the one they start with that contains signs for every phoneme of the spoken language, and another, to which they are steadily introduced, beginning with the second grade, which omits most vowels, together with few consonantal distinctions. Earlier studies indicate that single voweled words are read faster than unvoweled words, particularly in a naming task. This study examined another possible contribution of vowel signs in reading Hebrew: Its effect on memory and comprehension. It was assumed that if subvocalization facilitates memory of words while reading, and if vowel signs facilitate phonological processing, as is perhaps the case in naming tasks, then vowelization may intensify the processing of the articulatory loop and this should improve memory and comprehension. Our first two experiments assessed the contribution of vowel signs to the memory of word lists in either recognition memory or word recall tasks. The third experiment examined the contribution of vowel signs to the reading of connected texts. We found that vowel signs speeded up recognition memory of words in third graders, and improved the recall of words printed in the context of mixed lists in sixth graders. We also found that vowelization improved memory and comprehension of some prose texts.  相似文献   

17.
The degree of extraversion of 11‐year‐old children was determined and after excluding children whose reading attainment was below average, the subjects were randomly assigned, within sexes, to the two presentation conditions of listening and reading. They then received a prose passage followed by an immediate questioned test of recall. The details in the prose passage necessary to answer the questions were categorised as simple or complex to represent in verbal and imagery codes. The main finding was of significant interactions between extraversion‐introversion (verbal‐imagery learning style), coding complexity and mode of presentation in their effect on recall. The results were discussed in terms of the probable relationship between extraversion‐introversion and verbal‐imagery learning style. Extraverts were assumed to be verbalisers and introverts imagers. Recall was superior following listening when the details were simple to represent in the learner's preferred code, but best after reading when complex. For the non‐preferred mode the results were reversed.  相似文献   

18.
A replication of Bransford and Johnson's (1972) experiment on contextual prerequisites was carried out with the additional inclusion of cognitive styles as independent variables. A total of 77 10‐ and 11‐year‐old subjects (year 6, primary school) were asked to read a short prose passage on the topic of washing clothes. Half of the subjects were told the title of the passage before reading it and half after. All subjects attempted to free recall the passage. They had also completed the Cognitive Styles Analysis (CSA) (Riding, 1991), thus providing their position on the two fundamental cognitive style dimensions: Wholist‐Analytic and Verbal‐Imagery. It was found that the Wholist‐Analytic cognitive style and title‐passage order interacted in their effect on recall (p < 0.05). Whilst Wholists performed best when the title was presented before reading the passage, the order made no difference for other individuals. This suggested that this cognitive style reflects the way individuals organise information.  相似文献   

19.
This exploratory study aimed to evaluate the spelling of derived words by dyslexic adolescents and to verify whether this is associated with lack of vocabulary and/or morphological knowledge. A cross-sectional reading level-design was employed in order to determine differences in spelling, derivational morphology and vocabulary tasks between dyslexic students aged 13+ and age-matched and reading level matched control groups. The study confirmed a profound spelling impairment of dyslexic students in comparison with two control groups but this was not associated with poor vocabulary in relation with their age-peers. In contrast, they exhibited lower levels of morphological knowledge than age-matched controls but equivalent with the reading level controls. These results are interpreted in the light of current developmental models of spelling that support a reciprocal interaction between spelling and metamorphology.  相似文献   

20.
This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese.  相似文献   

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