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KNOWLEDGE BASE EFFECTS ON THE MEMORY PERFORMANCE OF GOOD AND POOR READERS

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Date Issued:
1985
Summary:
Good and poor seventh grade readers were given a typicality rating task in session one. In session two subjects were given an incidental cued-recall task with item typicality individually defined. In session three subjects were given two free recall lists, with item typicality for the Self-Generated lists individually defined and item typicality for the Adult-Generated lists based on adult ratings. In session one, poor readers selected fewer items as appropriate category exemplars than did good readers or adults, and correlations with adults were greater for the good readers for all twelve categories. Recall was equivalent for both groups for the incidental cued-recall and Self-Generated free recall tasks. Good readers recalled more only for the Adult-Generated free recall task. Poor readers have a different knowledge base than good readers resulting in differences in the extent to which semantic memory relations can be easily activated.
Title: KNOWLEDGE BASE EFFECTS ON THE MEMORY PERFORMANCE OF GOOD AND POOR READERS.
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Name(s): BERNHOLTZ, JEAN ELLEN.
Florida Atlantic University, Degree grantor
Bjorklund, David F., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1985
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 108 p.
Language(s): English
Summary: Good and poor seventh grade readers were given a typicality rating task in session one. In session two subjects were given an incidental cued-recall task with item typicality individually defined. In session three subjects were given two free recall lists, with item typicality for the Self-Generated lists individually defined and item typicality for the Adult-Generated lists based on adult ratings. In session one, poor readers selected fewer items as appropriate category exemplars than did good readers or adults, and correlations with adults were greater for the good readers for all twelve categories. Recall was equivalent for both groups for the incidental cued-recall and Self-Generated free recall tasks. Good readers recalled more only for the Adult-Generated free recall task. Poor readers have a different knowledge base than good readers resulting in differences in the extent to which semantic memory relations can be easily activated.
Identifier: 14271 (digitool), FADT14271 (IID), fau:11080 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (M.A.)--Florida Atlantic University, 1985.
Charles E. Schmidt College of Science
Subject(s): Reading--Ability testing
Reading comprehension
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/14271
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.