Ericcson and Kintch (1995) suggested that less-skilled readers often have an impoverished representation of text. The results of five experiments demonstrated that the addition of causality enhanced the text representation of less-skilled readers. Experiments 1-3 showed that the addition of causal information enhanced less-skilled readers' ability to detect global inconsistencies. Experiments 4 and 5 showed that the addition of causal information to updating information resulted in less-skilled readers updating to the same extent as skilled readers.
","abstract_html":"<p>Ericcson and Kintch (1995) suggested that less-skilled readers often have an impoverished representation of text. The results of five experiments demonstrated that the addition of causality enhanced the text representation of less-skilled readers. Experiments 1-3 showed that the addition of causal information enhanced less-skilled readers' ability to detect global inconsistencies. Experiments 4 and 5 showed that the addition of causal information to updating information resulted in less-skilled readers updating to the same extent as skilled readers.</p>","abstract_has_math":false,"creators":["Smith, Emily R"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Edward O'Brien"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:22:42Z","subjects":["Psychology","Cognitive","Education","Educational Psychology","Reading","Language","Linguistics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholars.unh.edu/dissertation/736","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Edward O'Brien"]},{"key":"dc:creator","label":"Author","values":["Smith, Emily R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Cognitive","Education","Educational Psychology","Reading","Language","Linguistics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholars.unh.edu/dissertation/736"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Ericcson and Kintch (1995) suggested that less-skilled readers often have an impoverished representation of text. The results of five experiments demonstrated that the addition of causality enhanced the text representation of less-skilled readers. Experiments 1-3 showed that the addition of causal information enhanced less-skilled readers' ability to detect global inconsistencies. Experiments 4 and 5 showed that the addition of causal information to updating information resulted in less-skilled readers updating to the same extent as skilled readers.
"]},{"key":"dc:title","label":"Title","values":["Enhancing memory access for less-skilled readers"]}]}],"canonical_facts":{"dc:contributor":["Edward O'Brien"],"dc:creator":["Smith, Emily R"],"dc:description.abstract":["Ericcson and Kintch (1995) suggested that less-skilled readers often have an impoverished representation of text. The results of five experiments demonstrated that the addition of causality enhanced the text representation of less-skilled readers. Experiments 1-3 showed that the addition of causal information enhanced less-skilled readers' ability to detect global inconsistencies. Experiments 4 and 5 showed that the addition of causal information to updating information resulted in less-skilled readers updating to the same extent as skilled readers.
"],"dc:identifier":["https://scholars.unh.edu/dissertation/736"],"dc:subject":["Psychology","Cognitive","Education","Educational Psychology","Reading","Language","Linguistics"],"dc:title":["Enhancing memory access for less-skilled readers"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T05:22:42Z"}