Enhancing memory access for less-skilled readers

<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>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Year

2013

Author dc:creator

• Smith, Emily R

Contributors dc:contributor

• Edward O'Brien

• Psychology
• Cognitive
• Education
• Educational Psychology
• Reading
• Language
• Linguistics

Repository record dc:identifier

https://scholars.unh.edu/dissertation/736

OAI identifier oai:identifier

oai:scholars.unh.edu:dissertation-1735