Investigation of Reading Strategies: II. A Replication of Payoff Condition Effects

1974 ◽  
Vol 6 (2) ◽  
pp. 151-158 ◽  
Author(s):  
G. W. McConkie ◽  
Bonnie J. F. Meyer
Keyword(s):  
College Students ◽  
Test Performance ◽  
Reading Strategies ◽  
Reading Speed ◽  
Structure Type ◽  
Reading Rate ◽  
Rate Feedback ◽  
Payoff Structure ◽  
Strategy Changes ◽  
Payoff Condition

An earlier study by McConkie and Rayner (1974) was replicated in which reading strategies of college students were manipulated through the use of payoff conditions. The influence of four variables on reading speed and test performance was investigated: existence of a payoff structure, the form of the payoff structure, type of payoff, and presence or absence of feedback. Essential characteristics of the earlier study were replicated. The existence of a payoff structure had little effect by itself, but the form of the structure produced significant changes in reading rate. Feedback on performance appears critical in producing substantial reading strategy changes in readers.

scholarly journals Investigation of Reading Strategies: I. Manipulating Strategies through Payoff Conditions

1974 ◽  
Vol 6 (1) ◽  
pp. 9-18 ◽  
Author(s):  
George W. McConkie ◽  
Keith Rayner
Keyword(s):  
College Students ◽  
Test Performance ◽  
Reading Strategies ◽  
Reading Speed ◽  
Structure Type ◽  
Potential Usefulness ◽  
Payoff Structure ◽  
Passage Reading

Reading strategies of several groups of college students were manipulated by using payoff structures which stressed speed vs. retention. The influence of four variables on reading speed and test performance was studied: existence of a payoff structure, type of payoff structure, clarity of payoff instructions, and presence or absence of questions after each passage. Reading rates varied substantially under these conditions, but test performance did not. The potential usefulness of payoff systems for the study of reading strategies is pointed out.

scholarly journals A Research on Reading Strategies among Non-English Major Postgraduates

2016 ◽  
Vol 9 (8) ◽  
pp. 204 ◽  
Author(s):  
Yang Yang
Keyword(s):  
Quantitative Study ◽  
Reading Strategies ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Reading Speed ◽  
Reading Strategy ◽  
English Teaching ◽  
English Majors ◽  
English Major ◽  
Long Time

<p>As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among postgraduates of non-English majors, getting the information of their use of reading strategies and giving some useful suggestions to them. Therefore, this paper makes a quantitative study among 40 postgraduates from College of Mechanical Engineering in Chang’an University.This study shows that postgraduates of non-English major in Chang’an university do not frequently use reading strategies to improve their reading speed and proficiency. And there is a big difference between the successful learners and unsuccessful learners in terms of the use of reading strategies.</p>

Magnitude and accuracy differences between judgements of remembering and forgetting

2012 ◽  
Vol 65 (11) ◽  
pp. 2231-2257 ◽  
Author(s):  
Michael J. Serra ◽  
Benjamin D. England
Keyword(s):  
College Students ◽  
Test Performance ◽  
Relative Accuracy ◽  
Absolute Accuracy ◽  
Paired Associates ◽  
Lower Point ◽  
Memory For Past Test ◽  
Study Test

Metacognition researchers have recently begun to examine the effects of framing judgements of learning (JOLs) in terms of forgetting (rather than remembering) on the judgements' magnitude and accuracy. Although a promising new direction for the study of metamemory, initial studies have yielded inconsistent results. To help resolve these inconsistencies, in four experiments we had college students ( N = 434) study paired associates and make JOLs framed in terms of either remembering or forgetting over two study–test trials. Our goals were to further document the effects of framing on the magnitude and accuracy of JOLs and to consider explanations for why specific patterns tend to emerge. The present experiments provide evidence that (a) judgements of forgetting are psychologically anchored at the midpoint of the JOL scale, whereas judgements of remembering are anchored at a lower point, (b) differences in absolute accuracy (calibration) by frame are largely artefactual and stem from differences in anchoring, (c) differences in JOL magnitude and absolute accuracy by frame do not obtain when memory cues are salient to participants, and (d) a forget frame impairs the relative accuracy (resolution) of JOLs across trials by reducing participants' reliance on cues such as memory for past test performance.

scholarly journals Identificación de las estrategias y motivación hacia la lectura, en estudiantes universitarios mexicanos

2014 ◽  
pp. 254-277 ◽  
Author(s):  
C. a Dr. Jorge Guerra García ◽  
Dra. Yolanda Guevara Benítez ◽  
Mtro. Alfredo López Hernández ◽  
Mtro. Juan Pablo Rugerio Tapia
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Reading Strategies ◽  
Public University ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
School Activities ◽  
Academic Texts ◽  
Psychology Course ◽  
Estudiantes Universitarios

Las estrategias de comprensión lectora y la motivación intrínseca hacia la lectura son aspectos relacionados con la comprensión de textos expositivo-argumentativos, aunque no suelen evaluarse. El objetivo del estudio fue evaluar dichos aspectos en estudiantes de la carrera de Psicología de una universidad pública. Participaron 570 estudiantes de cuatro semestres escolares. Se aplicó individualmente el Inventario de Estrategias Metacognoscitivas y Motivación por la Lectura. Las estrategias más utilizadas fueron de identificación de información o ideas en el texto, las de nivel intermedio fueron de análisis de la lectura, y las de nivel bajo fueron de consulta de fuentes adicionales. La motivación intrínseca presentó un nivel intermedio. No hubo diferencias significativas entre los alumnos de distintos semestres, pero sí en el uso de apoyos para la lectura del texto. Las actividades escolares no parecen promover el uso de estrategias metacognoscitivas para la lectura de textos académicos, ni motivación intrínseca en los alumnos. AbstractReading comprehension strategies and intrinsic motivation towards reading are related features regarding comprehension of argumentative-expositive texts, although they are not always assessed. The main purpose was to identify such variables with college students enrolled in a Psychology course at a Mexican public university. 570 students participated from 19 groups at four semesters.  The Metacognitive and Motivational Reading Strategies Inventory was individually administered. Most of the students used strategies related to identify information or ideas in the text; in the middle were those for the reading analysis, and the least used was the additional sources review. Intrinsic motivation for reading academic texts was shown in an intermediate level. No statistically significant differences between students of different semesters were found, however, there were some differences in the use of supports for reading. School activities do not appear to increase the use of metacognitive strategies, neither they promote greater intrinsic motivation.Recibido: 07 de septiembre de 2013Aceptado: 10 de marzo de 2014

Construct Validity and Psychometric Properties of the Cornell Critical Thinking Test (Level Z): A Contrasted Groups Analysis

1992 ◽  
Vol 71 (1) ◽  
pp. 291-303 ◽  
Author(s):  
Craig L. Frisby
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Construct Validity ◽  
Test Performance ◽  
Internal Consistency Reliability ◽  
Thinking Skills ◽  
Ability Group ◽  
Total N ◽  
Ability Groups ◽  
Test Level

Total scores and section scores (both corrected and uncorrected for guessing) on the Cornell Critical Thinking Test—Level Z were analyzed for evidence of construct validity. The test performance of three ability groupings of college students and a “no-booklet” (guessers) group (Total N = 527) was examined. Statistically significant differences were found among the corrected total score means for all four groups. Differences among the means of the three ability groups were statistically significant on one corrected and one uncorrected section of the test. In addition, the formula which corrects for guessing substantially improved the estimate of internal consistency reliability for the low-ability group only. Support for the heterogeneity of the thinking skills measured by Form Z was mixed and inconclusive. Implications for the use or modification of the test are discussed.

An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Rob Kim Marjerison ◽  
Pengfei Liu ◽  
Liam P. Duffy ◽  
Rongjuan Chen
Keyword(s):  
Test Performance ◽  
Reading Strategies ◽  
Quantitative Research ◽  
Reading Tests ◽  
Reading Processes ◽  
Academic Reading ◽  
Correlational Design ◽  
The Impact ◽  
Test Outcomes ◽  
Us University

This study explores which types of IELTS Academic Reading strategies are used, and the impact of these strategies on test outcomes. The study was a quantitative research, using descriptive-correlational design based on data collected from students at Sino-US University in China. Descriptive and inferential statistics were used to analyze the data. The method used in this study was a partial replication the work of a previous researcher's exploration of the reading processes learners engage in when taking IELTS Reading tests. Participants first finished an IELTS reading test, and then completed a written retrospective protocol. The analysis reveals that there is a moderately positive relationship between the choice of text preview strategy (from 1 to 5) and the outcome. A pattern was identified that using expeditious reading strategies to initially locate information, and more careful reading strategies to identify answers to the question tasks was common among high-scoring participants.

Performance on Tests of Power and Speed as Related to Age among Male Job Applicants

1979 ◽  
Vol 9 (3) ◽  
pp. 255-261 ◽  
Author(s):  
Fred J. Thumin
Keyword(s):  
Test Performance ◽  
Reading Speed ◽  
Age Groups ◽  
Job Applicants ◽  
Mental Ability ◽  
Older Individuals ◽  
Verbal Comprehension ◽  
Ability Tests ◽  
Aging Worker ◽  
Comprehension Tests

A number of ability tests were administered to 187 male job applicants ranging in age from twenty to fifty-three years. When test-performance was compared across age groups, no significant differences were found on tests of mental ability, numerical ability, reading speed and comprehension, and mechanical comprehension. On one of two verbal comprehension tests, scores increased significantly as a function of age. Moreover, the older individuals were not penalized in any way by tests which emphasized speed as opposed to power. The findings were discussed in connection with the generally negative stereotype of the aging worker.

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