The influence of list format and category headers on age differences in understanding medication instructions

We examined whether instructions are better understood and remembered when they contain organizational cues. Our previous research found that older and younger adults organize medication information in similar ways, suggesting that they have a schema for taking medication. In the present study, list formats (vs. paragraphs) emphasized the order of information and category headers emphasized the grouping of information specified by this schema. Experiment 1 examined whether list and header cues improve comprehension (answer time and accuracy) and recall for adults varying in age and working memory capacity (measured by a sentence span task). List instructions were better understood and recalled than paragraphs, and reduced age differences in answer time and span differences in accuracy. Headers reduced paragraph comprehension for participants with lower levels of working memory capacity, presumably because they were not salient cues in the paragraphs. Experiment 2 investigated if headers were more effective when more saliently placed in paragraphs and lists, and if list and header cues helped readers draw inferences from the instructions. List formats again reduced age differences in comprehension, especially reducing the time needed to draw inferences about the medication. While headers did not impair comprehension, these cues did impair recall. The present study suggests that list-organized instructions provide an environmental support that improves both older and younger adult comprehension and recall of medication information.     

Categorization, macrostructure, and finding the main idea.

Evaluated an inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, which was proposed as part of the basis of a model for instruction in reading comprehension, in a study of 24 4th graders (mean age 9.64 yrs) and 24 6th graders (mean age 11.81 yrs). It was found that the ability to identify sentences as appropriate for inclusion in short paragraphs depended on the number of detail sentences (category exemplars) in paragraphs that had no topic sentences (i.e., no explicit statement of the category) but not in paragraphs with topic sentences. Results support the model. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextually relevant aspects of meaning.

A series of six experiments investigated whether inferences about contextually relevant aspects of meaning were encoded into memory during reading. In all the experiments, subjects studied short paragraphs. Then, test sentences were presented that expressed relevant aspects of meaning that had not been explicitly stated in the paragraphs. For example, for a paragraph about searching for the correct color to paint a picture of a tomato, a relevant aspect of meaning would be that tomatoes are red. The test sentences were presented either immediately following the relevant paragraph or after a delay. With immediate testing, it was argued that the facilitation obtained in verification latency could result from processes occurring either when the context was read or when the test sentence was verified. With delayed testing, evidence was found to support the hypothesis that contextually relevant aspects of meaning are incorporated into the memory representation of the paragraph, but such evidence was obtained only when the retrieval environment encouraged the use of newly learned information in the decision process on the test sentence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of strategy training on the identification of the main idea of expository passages.

In this study we tested the relative effectiveness of four methods for teaching remedial reading students how to identify the main idea of expository paragraphs. Through strategy training, students learned strategies for identifying the topic and main idea of paragraphs and metacognitive strategies for checking their main idea hypotheses. Classification training provided students with instruction and practice in classifying words, phrases, and sentences under appropriate topics. These treatments were compared with a condition that combined both classification and strategy training with a practice-only control. The results indicated significant effects of strategy training on students' ability to identify the main idea in paragraphs about training content and in paragraphs about new content. Classification training showed positive effects on paragraphs about training content, but the effect did not transfer to new content. These results suggest that comprehension strategies and metacognitive strategies can effectively improve remedial readers' ability to identify the main idea of expository paragraphs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task effects on eye movements during reading.

The present study examined how proofreading and reading-for-comprehension instructions influence eye movements during reading. Thirty-seven participants silently read sentences containing compound words as target words while their eye movements were being recorded. We manipulated word length and frequency to examine how task instructions influence orthographic versus lexical–semantic processing during reading. Task instructions influenced both temporal and spatial aspects of eye movements: The initial landing position in words was shifted leftward, the saccade length was shorter, first fixation and gaze duration were longer, and refixation probability was higher during proofreading than during reading for comprehension. Moreover, in comparison to instructions for reading for comprehension, proofreading instructions increased both orthographic and lexical–semantic processing. This became apparent in a greater word length and word frequency effect in gaze duration during proofreading than during reading for comprehension. The present study suggests that the allocation of attentional resources during reading is significantly modulated by task demands. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readers' social desirability and text that violates social values: Evidence of an interaction.

Seventy-two 9th graders read paragraphs and predicted the probable course of action for the main character. In some paragraphs, the character's preferred course of action violated social values; in others, it did not. The students were given V. C. Crandall, V. J. Crandall, and W. A. Katkovsky's (1965) Social Desirability Questionnaire; school records provided reading comprehension scores. Prediction scores increased with reading level, and they were lower on paragraphs that violated social values than on paragraphs that did not. Students with higher social desirability concerns had relatively more difficulty with paragraphs that violated social values than with paragraphs that did not; this effect was independent of reading level. Thus, affective characteristics of text can strongly influence comprehension, and such characteristics do not influence all students to the same degree. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's knowledge of structural properties of expository text.

Examined children's knowledge of 3 structural properties of expository text—topical relatedness, superordination, and cohesion. 15 children each in Grades 3, 5, and 7 completed a series of paragraph-construction tasks. Nearly all the Ss were able to identify paragraphs in text and to group topically related sentences together to make short texts. Only the 7th-grade Ss were adept at describing what makes a paragraph a paragraph, at excluding topically unrelated sentences from short texts, and at arranging sentences into cohesive wholes. Even the oldest Ss experienced some difficulty in placing main-idea statements in the modal structural position. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation between early reading acquisition and word decoding with and without context: A longitudinal study of first-grade children.

The speed and accuracy with which 56 skilled or less skilled readers read words in and out of context was assessed in the fall and spring of the 1st grade by having both groups read random lists of words and coherent paragraphs. The context of the coherent paragraph facilitated word recognition performance to a greater degree in the spring than in the fall, and this developmental trend was similar for both groups. Although the word recognition performance of the skilled readers was superior to that of the less skilled readers on the coherent paragraphs, the former were also better at reading random lists of words. Data indicate that the less skilled readers were getting as much contextual facilitation from the coherent paragraph as were the skilled readers when the latter were at a similar level of context-free decoding ability. This finding, combined with other research, indicates that less skilled readers of this age perform relatively poorly on coherent paragraphs because of poor decoding skills, not because of a strategic inability to use context to facilitate word recognition. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of across-chapter signals on recall of text.

Investigated 2 forms of across-chapter text signals: "preview" sentences, which signal contents in upcoming chapters, and "recall" sentences, which are backward signals that signal back to previously read materials. These signals may influence readers' recall of text material by guiding their attention during reading. They also may facilitate readers' activation of memory representations of previous content, thereby enhancing integrative processing. Seven experiments examined the effects of preview and recall sentences. The results of 4 experiments indicated a clear signaling effect across chapters. In Exp IV, there were significantly longer inspection times and reaction times (RTs) to secondary probes in signaled than in unsignaled paragraphs. The results of Exp V indicate that backward-signaled materials were recalled at a significantly greater rate than unsignaled materials. In addition, the signaled materials in Ss' recalls were clustered together at a significantly greater rate than unsignaled materials. Results of Exp VII indicate significantly longer inspection times and RTs to secondary probe tasks in the reading of paragraphs containing recall sentences than in the reading of paragraphs not containing signals. Results indicate that across-chapter signals have a strong effect on readers' recall of prose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Text variations at the level of the individual sentence and the comprehension of simple expository paragraphs.

In Exps I, II, V, and VI, 274 4th–6th graders chose titles and wrote summary sentences for simple expository paragraphs. Ss did not utilize the information in topic sentences as effectively as did 116 undergraduates (Exps II and IV), but their performance improved when the topic sentence was highlighted. All Ss were better able to detect sentences that conformed neither to the paragraph's general nor specific topic than sentences conforming only to the general topic. The canonical topic comment form made deviant sentences more difficult to detect, as did the introduction of collocational ties, indicating that text variations at the level of individual sentences affected the evaluation of information that did not conform to the overall paragraph structure. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The mechanisms of suppression and enhancement in comprehension.

The goal of comprehension is to build coherent mental representations or structures. These structures represent clauses, sentences, paragraphs, passages, and other meaningful units. Thus, comprehending a clause requires building a mental structure to represent what that clause is about; comprehending a sentence requires building a mental structure to represent what that sentence is about; comprehending a passage requires building a mental structure to represent what that passage is about. In Gernsbacher (1990), I described a simple framework for understanding how comprehenders build mental structures during comprehension. I call this framework, the Structure Building Framework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's metacognitive knowledge about reading.

Children's metacognitive awareness of variables that influence reading was assessed in an interview study. 20 2nd and 20 6th graders answered questions about the effects of personal abilities, task parameters, and cognitive strategies involved in reading. Although 2nd graders were aware of the influence of some reading dimensions such as interest, familiarity, and length, they were less sensitive to the semantic structure of paragraphs, goals of reading, and strategies for resolving comprehension failures than 6th graders. Age-related differences in metacognitive knowledge may be correlated with the acquisition of efficient memory, problem-solving, and reading skills. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of age, speed of processing, and working memory on comprehension of sentences with relative clauses.

Two hundred participants, 50 in each of four age ranges (19–29, 30–49, 50–69, 70–90) were tested for working memory, speed of processing, and the processing of sentences with relative clauses. In Experiment 1, participants read four sentence types (cleft subject, cleft object, subject-subject, subject-object) in a word-by-word, non-cumulative, self-paced reading task and made speeded plausibility judgments about them. In Experiment 2, participants read two types of sentences, one of which contained a doubly center embedded relative clause. Older participants' comprehension was less accurate and there was age-related slowing of online processing times in all but the simplest sentences, which increased in syntactically complex sentences in Experiment 1. This pattern suggests an age-related decrease in the efficiency of parsing and interpretation. Slower speed of processing and lower working memory were associated with longer online processing times only in Experiment 2, suggesting that task-related operations are related to general speed of processing and working memory. Lower working memory was not associated with longer reading times in more complex sentences, consistent with the view that general working memory is not critically involved in online syntactic processing. Longer online processing at the most demanding point in the most demanding sentence was associated with better comprehension, indicating that it reflects effective processing under some certain circumstances. However, the poorer comprehension performance of older individuals indicates that their slower online processing reflects inefficient processing even at these points. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Relation of metaphoric processing to comprehension and memory.

Investigated whether metaphors help or hinder prose comprehension using context-dependent metaphoric sentences or literally equivalent paraphrases as concluding statements for short didactic passages. 71 undergraduates read 8 short passages and rated the quality and effectiveness of the writing. Orienting instructions and the rating task established an incidental-learning set for the Ss. Half of the Ss read stories with literally equivalent statements replacing the metaphors. After completing the reading, they were given either an immediate or delayed cued recall test. Analysis of the gist scoring of Ss' recall protocols indicated increased memorability for passages with metaphoric conclusions. Not only were the concluding metaphors themselves recalled better than equivalent literal sentences, but there was also an increase in memory for the preceding context. Both initial processing and retrieval explanations of the results are discussed along with limitations related to the use of metaphors in text. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructing macrostructure for expository text.

In Exp I, 108 (36 Ss at each level) 3rd, 5th, and 7th graders and 36 graduate students read short expository paragraphs and performed tasks that required the generation of macrostructure. Ss chose the best title, wrote a summary sentence, or wrote 1 additional sentence for each paragraph. Some paragraphs were not well structured; others contained an anomalous sentence. Results show that performance improved with age. The title task was easier than the summary task, which in turn was easier than the next-sentence task. Only adult Ss reflected the presence of anomalous information, and the effects were different on each of the 3 tasks. In Exp II, the title task with 4 response options was administered to 24 undergraduates. Results show that Ss broadened their representations to encompass the deviant sentence in both related and unrelated paragraphs. In the summary-sentence task, proficient adults—who monitored their own comprehension—responded like children. It is suggested that children need instruction variations in both task and in text, introduced gradually and systematically, in order to deal with potential sources of difficulty. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students.

Learning-disabled students received instructions about both summarization strategies and their personal beliefs about causality that were designed to improve reading comprehension. 75 upper elementary school students were assigned to 4 treatment groups. The main experimental condition received attributional retraining on paired-associate and sort-recall tasks (which were unrelated to the target comprehension tests), instructions on the use of a summarization strategy, attributional statements about the efficacy of the instructed strategy, and posttests by which we assessed reading skills and general attributional beliefs. Students in another experimental condition received an identical treatment package without prior attributional retraining on unrelated paired-associate and sort-recall tasks but with attributional statements embedded in the summarization strategy. Ss in one control condition received strategy training (without attributional retraining), whereas those in the other received neither strategy nor attribution instructions. Results suggested that attributional training enhanced the maintenance of the summarization strategy and selectivity facilitated generalization. Domain-specific attributional beliefs seemed to provide important orientating and perseverating characteristics that enhanced goal-directed, strategic processing in learning-impaired students. In spite of performance improvements, however, long-standing, antecedent attributional beliefs were unaltered by program-specific attributional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new tool for measuring and understanding individual differences in the component processes of reading comprehension.

We propose a new measure of individual differences in reading comprehension ability that is theoretically motivated, is easy to administer, and that has high predictive power. Participants read 3-sentence paragraphs that describe the relations among a set of real and artificial terms, and then they respond to true–false statements that assess their ability to access and integrate long-term memory knowledge with text information, to make text-based inferences, and to recall text. The components of our task predict performance on a test of global reading comprehension and on a range of specific comprehension tests, each of which draws more heavily on one particular component. Our task is better at predicting reading comprehension than is a typical working memory span task and has the potential for advancing researchers' understanding and measurement of a range of linguistic and cognitive tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading strategies for children and adults: A quantitative model.

Developed an additive model to account for reading times for 2 different reading tasks (reading for retention and reading for comprehension). The reading strategies of 48 college students and 64 5th graders and individual differences between fast and slow readers were examined. Ss were assumed to have processors that handle the lexical, structural, and meaning information in sentences. The various task, age, and reading speed groups were hypothesized to use the 3 processors for differing amounts of time. The model was supported by word-by-word reading times for 80 sentences and by 9 empirical indices of lexical, structural, and meaning attributes of text. Results show that for skilled adult Ss, relatively more time was spent processing structure in the retention task, and meaning in the comprehension task. Fifth graders had not fully mastered the connection between task demands and linguistic processors shown by adults, and thus used mixtures of the adult strategies. (101 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prosody of syntactically complex sentences in the oral reading of young children.

Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating individual differences in comprehension. Spectrographic analysis of 80 third graders' and 29 adults' reading of a syntactically complex text was carried out. Oral reading skill was measured through standardized assessments. Pitch changes (changes in fundamental frequency) and pause duration were measured for sentence-final words of basic declarative sentences, basic declarative quotatives, wh questions, and yes-no questions; words preceding commas in complex adjectival phrases; and words preceding phrase-final commas. Children who had quick and accurate oral reading had shorter and more adultlike pause structures, larger pitch declinations at the end of basic declarative sentences, and larger pitch rises at the end of yes-no questions. Furthermore, children who showed larger basic declarative sentence declinations and larger pitch rises following yes-no questions tended to demonstrate greater reading comprehension skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)