The effects of relevance instructions and verbal ability on text processing

Journal of Experimental Education

Volumn 78, Issue 1, 2009, Pages 96-117

  McCrudden, Matthew T ^a   Schraw, Gregory ^b  

^a VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

Relevance instructions; Text processing; Verbal ability

Indexed keywords

EID: 73549101100     PISSN: 00220973     EISSN: None     Source Type: Journal    
DOI: 10.1080/00220970903224529     Document Type: Article

References (57)

1. Ackerman, P. L., & Lohman, D. F. (2006). Individual differences in cognitive function. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 139-162). Mahwah, NJ: Erlbaum.
2. Anderson, R. C., & Pichert, J. W. (1978). Recall of previously unrecallable information following a shift in perspective. Journal of Verbal Learning and Verbal Behavior, 17, 1-12.
3. Anderson, R. C., Pichert, J. W., & Shirey, L. L. (1983). Effects of the reader's schema at different points in time. Journal of Educational Psychology, 75, 271-279.
4. Baillet, S. D., & Keenan, J. M. (1986). The role of encoding and retrieval processes in the recall of text. Discourse Processes, 9, 247-268.
5. Burton, C., & Daneman, M. (2007). Compensating for a limited working memory capacity during reading: Evidence from eye movements. Reading Psychology, 28, 163-186.
6. Callender, A. A., & McDaniel, M. A. (2007). The benefits of embedded question adjuncts for low and high structure builders. Journal of Educational Psychology, 99, 339-348.
7. Cowan, N. (2005). Working memory capacity. New York: Psychology Press.
8. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
9. Di Vesta, F. J., & Di Cintio, M. J. (1997). Interactive effects of working memory span and text context on reading comprehension and retrieval. Learning & Individual Differences, 9, 215-231.
10. Ekstrom, R. B., French, J. W., Harman, H. H., & Derman, D. (1976). Kit of factor referenced tests. Princeton, NJ: Educational Testing Service.
11. Goetz, E. T., Schallert, D. L., Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 75, 500-510.
12. Graesser, A. C. & Bertus, E. L. (1998). The construction of causal inferences while reading expository texts on science and technology. Scientific Studies of Reading, 2, 247-269.
13. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395.
14. Hÿon̈a, J., Lorch, Jr., R. F., & Kaakinen, J. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44-55.
15. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 98, 122-149.
16. Kaakinen, J. K., & Hÿon̈a, J. (2005). Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eye-tracking, and recall. Discourse Processes, 40, 239-257.
17. Kaakinen, J. K., Hÿon̈a, J., & Keenan, J. M. (2002). Perspective effects on online text processing. Discourse Processes, 33, 159-173.
18. Kaakinen, J. K., Hÿon̈a, J., & Keenan, J. M. (2003). How prior knowledge, WMC, and relevance of information affect eye fixations in expository text. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 447-457.
19. Kardash, C. M., & Noel, L. K. (2000). How organizational signals, need for cognition, and verbal ability affect text recall and recognition. Contemporary Educational Psychology, 25, 317-331.
20. Kardash, C. M., Royer, J. M., & Greene, B. A. (1988). Effects of schemata on both encoding and retrieval of information from prose. Journal of Educational Psychology, 80, 324-329.
21. Kintch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, England: Cambridge University Press.
22. Lapan, R.,&Reynolds, R. E. (1994). The selective attention strategy as a time-dependent phenomenon. Contemporary Educational Psychology, 19, 379-398.
23. Larkin, A. A., Woltz, D. J., Reynolds, R. E., & Clark, E. (1996). Conceptual priming differences and reading ability. Contemporary Educational Psychology, 21, 279-303.
24. Lee-Sammons,W. H., &Whitney, P. (1991). Reading perspectives and memory for text: An individual differences analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 1074-1081.
25. Lehman, S., & Schraw, G. (2002). Effects of coherence and relevance on shallow and deep text processing. Journal of Educational Psychology, 94, 738-750.
26. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.
27. Lorch, R. F., Lorch, E. P., & Klusewitz, M. A. (1993). College students' conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
28. Lorch, R. F., Lorch, E. P., & Mogan, A. M. (1987). Task effects and individual differences in on-line processing of the topic structure of a text. Discourse Processes, 10, 63-80.
29. Lorch, R. F., & van den Broek, P. (1997). Understanding reading comprehension: Current and future contributions of cognitive science. Contemporary Educational Psychology, 22, 213-246.
30. Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processes during comprehension. Journal of Educational Psychology, 91, 615-629.
31. McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19, 113-139.
32. McCrudden, M. T., Schraw, G., & Hartley, K. (2006). The effect of general relevance instructions on shallow and deeper learning and reading time. The Journal of Experimental Education, 74, 293-310.
33. McCrudden, M. T., Schraw, G., & Kambe, G. (2005). The effect of relevance instructions on reading time and learning. Journal of Educational Psychology, 97, 88-102.
34. Miyake, A. (2001). Individual differences in working memory: Introduction to the special section. Journal of Experimental Psychology: General, 130, 163-168.
35. Moreland, J. L., Dansereau, D. F., & Chmielewski, T. L. (1997). Recall of descriptive information: The roles of presentation format, annotation strategy, and individual differences. Contemporary Educational Psychology, 22, 521-533.
36. Myers, J., & O'Brien, E. (1998). Accessing the discourse representation during reading. Discourse Processes, 26, 131-157.
37. Narvaez, D., Van Den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91, 488-496.
38. Ozgungor, S., & Guthrie, J. T. (2004). Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text. Journal of Educational Psychology, 96, 437-443.
39. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
40. Perfetti, C. A. (1988). Verbal efficiency in reading ability. In M. Daneman, G. E. MacKinnon, & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 6, pp. 109-143). San Diego, CA: Academic Press.
41. Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315.
42. Pressley, M., Wood, E., Woloshyn, V., Martin, V., King, A., & Menke, D. (1992). Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist, 27, 91-109.
43. Rawson, K. A. (2007). Testing the shared resource assumption in theories of text processing. Cognitive Psychology, 54, 155-183.
44. Rawson, K. A., & Kintsch, W. (2002). How does background information improve memory for text content? Memory & Cognition, 30, 768-778.
45. Reynolds, R. E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educational Psychology Review, 4, 345-391.
46. Rothkopf, E. Z., & Billington, M. J. (1979). Goal-guided learning from text: Inferring a descriptive process model from inspection times and eye movements. Journal of Educational Psychology, 71, 310-327.
47. Royer, J. M., Greene, B. A., & Sinatra, G. M. (1987). The sentence verification technique: A practical procedure teachers can use to develop their own reading and listening comprehension tasks. Journal of Reading, 30, 414-423.
48. Schraw, G., & Dennison, R. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-18.
49. Schraw, G., Wade, S. E., & Kardash, C. A. (1993). Interactive effects of text-based and task-based importance on learning from text. Journal of Educational Psychology, 85, 652-661.
50. Seifert, T. L. (1993). Effects of elaborative interrogation with prose passages. Journal of Educational Psychology, 85, 642-651.
51. Skaggs, L. P., Rocklin, T. R., Dansereau, R. H., Hall, R.H., O'Donnell, A. M., Lambiotte, J. G., et al. (1990). Dyadic learning of technical material: Individual differences, social interaction, and recall. Contemporary Educational Psychology, 15, 47-63.
52. Turner,M. L.,&Engle, R.W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28(2), 127-154.
53. van den Broek, P., Lorch, R. F. Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
54. Walczyk, J. (2000). The interplay between automatic and control processing in reading. Reading Research Quarterly, 35, 554-566.
55. Walczyk, J., Marsiglia, C., Bryan, K., & Naquin, P. (2001). Overcoming inefficient reading skill. Journal of Educational Psychology, 93, 750-757.
56. Zwann, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162-185.
57. Zwaan, R. A., & Singer, M. (2003). Text comprehension. In A. C. Graesser, M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 83-121). Mahwah, NJ: Erlbaum.