Award Date

5-1-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Research Cognition and Development

First Committee Member

Gregory J. Schraw

Second Committee Member

Lori Olafson

Third Committee Member

Scott Loe

Fourth Committee Member

Randall Astramovich

Number of Pages

107

Abstract

Reading is a process that requires the enactment of many cognitive processes. Each of these processes uses a certain amount of working memory resources, which are severely constrained by biology. More efficiency in the function of working memory may mediate the biological limits of same. Reading relevancy instructions may be one such method to assist readers in utilizing working memory resources more efficiently.

This study examines the relationship between perspective relevance instructions and participants' ability to regulate their working memory resources. In a 3 x 2 x 2 design the study extended the literature by utilizing a measure of fluid intelligence in order to gain a more accurate understanding of the working memory central executive mechanism at work when a reader is given perspective relevance instructions. Results showed self-regulation had no effect on relevancy instruction. The treatment group took less time to read relevant information than non relevant and recalled more relevant information than non relevant information. These findings highlight the robustness of the relevancy effect.

Keywords

Learning; Memory; Perspective--Psychological aspects; Reading comprehension; Reading Relevancy; Relevance Instructions

Disciplines

Cognition and Perception | Educational Methods | Educational Psychology

Language

English


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