Working Memory and Integrative Reading Processes in College Students

• In Event: Roundtable Session 38
  In Roundtable Session: Reflections on Adults' Ways of Thinking and Learning

Abstract

College students’ ability to build globally coherent mental representations from texts they read was examined as a function of working memory capacity. Forty students enrolled in a university/community college provided working memory (reading span) and passage reading data. Analyses revealed a significant difference between high and low span readers in reactivating previously presented information and integrating it with the target sentence when the working memory demands were increased. Implications and future directions will be discussed.

Author

• Omer Ari, Georgia State University