Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

The Use of Graphic and Contextual Information by Average and Below-Average Readers

1980 ◽  
Vol 12 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Lauren Leslie
Keyword(s):  
Oral Reading ◽  
Contextual Information ◽  
Second Grade ◽  
Reading Levels ◽  
Reading Abilities ◽  
Rate Effects ◽  
Unknown Words ◽  
Reading Miscues ◽  
Average Readers ◽  
Below Average Readers

The use of graphic and contextual information by average and below-average readers was inferred by examining their oral reading miscues. It was hypothesized that inconsistent findings of previous studies comparing children of differing reading abilities were due to unequal miscue rates between the groups. The present study equated miscue rate of average and below-average readers and examined the effects of different miscue rates on the use of graphic and contextual information. Forty second-grade average readers and forty below-average readers in third to sixth grades read two selections of second grade readability. Three levels of miscues per hundred words which span the functional reading levels were examined: 1–5, 6–10, and 11–15. The results show that miscue rate effects the use of contextual information: miscues which are not syntactically correct increase as miscue rate increases, and miscues which are syntactically correct but change the author's meaning decrease as miscue rate increases. Below-average readers made proportionally more miscues which changed the author's meaning and showed greater dependence on graphic cues; a dependence which was unsuccessful in decoding unknown words. Average readers made proportionally more miscues which made no changes in the author's meaning. Instructional implications were discussed.

scholarly journals Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Esther Geva ◽  
Ellen Bouchard Ryan
Keyword(s):  
Expository Text ◽  
Linguistic Knowledge ◽  
Expository Texts ◽  
Reading Levels ◽  
And Control ◽  
Average Readers ◽  
Implicit Condition ◽  
Shed Light ◽  
Below Average Readers ◽  
Selection Of

The present study was designed to shed light on whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore these markers. On the basis of Gates-MacGinitie reading comprehension scores, 93 students in grades 5 and 7 were classified into high, medium, and low reading levels. All students read short expository texts under four conjunction manipulation conditions and answered comprehension questions. The conjunction manipulations within the texts were designed for examination of the roles of analyzed linguistic knowledge and cognitive control in comprehension. Analyses indicated that all groups benefited from the highlighting of explicit conjunctions. The comprehension of interpropositional relationships by average and below average readers was enhanced when explicit conjunctions were available, relative to an implicit condition. Furthermore, the deep processing manipulation (conjunction multiple-choice cloze) actually hindered, rather than facilitated, comprehension for all students. Data on appropriate selection of conjunctions in this condition revealed less knowledge of these important cohesive indicators among average and below average readers than above average readers. Together with the comprehension findings, we conclude that average and below average readers exhibit problems with both knowledge of conjunctions and control over their use in comprehending expository text.

Bizarre Imagery in Paired-Associate Learning: An Effective Mnemonic Aid with Mixed Context, Delayed Testing, and Self-Paced Conditions

1989 ◽  
Vol 68 (1) ◽  
pp. 307-316 ◽  
Author(s):  
James F. Iaccino ◽  
Stephen J. Sowa
Keyword(s):  
Paired Associate ◽  
Stimulus Presentation ◽  
Cued Recall ◽  
Recall Condition ◽  
Associate Learning ◽  
Delayed Recall ◽  
Stimulus Response ◽  
Immediate Recall ◽  
Adequate Stimulus ◽  
Bizarre Imagery

Recent findings have indicated that bizarre imagery can be an effective mnemonic aid with delayed testing, a context of mixed materials, and an adequate stimulus presentation pace, so we hypothesized an interaction among these variables. Using a variation of the McDaniel and Einstein 1986 methodology, 40 undergraduates were each randomly presented three paired-associate lists (i.e., normal, bizarre, and mixed). The sentences within each list consisted of stimulus-response pairs of high-imagery nouns. 20 of these subjects participated in an immediate cued-recall condition for each list while the remaining ones were tested after a 1-wk. retention interval. Subjects were further subdivided depending on whether the presentation pace was forced or not. As predicted, a three-way interaction was found, with bizarre imagery benefiting immediate recall under a combined mixed context, self-paced condition; with delayed recall, however, context was the determining factor in performance (and not presentation pace).

scholarly journals A Comparison of the Test Performance of Average and below Average Readers on the Mccarthy Scales of Children's Abilities

1976 ◽  
Vol 8 (4) ◽  
pp. 397-403
Author(s):  
David A. Johnson ◽  
Janet P. Wollersheim
Keyword(s):  
Socioeconomic Status ◽  
Reading Achievement ◽  
Test Performance ◽  
Second Grade ◽  
Achievement Scores ◽  
Matched Group ◽  
Scale Scores ◽  
Diagnostic Usefulness ◽  
Average Readers ◽  
Below Average Readers

The MSCA was used to compare the pattern of tests results for below average readers distinct from a matched group of average readers. Two groups of 24 second-grade boys were selected and differentiated on the basis of their reading achievement scores. The two groups were carefully matched according to age level, IQ and socioeconomic status. Each S was individually administered the MSCA and a comparison of mean scale scores between the groups on each of the six MSCA scales was attempted. Analyses revealed non-significant differences between groups on all scales. The possible influence of methodological factors on the present results as well as the implications for diagnostic usefulness of the MSCA with reading disabled subjects were discussed.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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