Contributions of Word Knowledge and Reasoning Ability to Students' Performance on Relational Reasoning With Words (Poster 24)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Division C Section 1A Poster Session 2. Literacy: Reading and Writing Across Contexts

Abstract

This study validated a new measure of word knowledge from the framework of relational reasoning, and explored the contributions of figural relational reasoning and verbal knowledge to this novel measure. Participants included 338 college students from four universities in the U.S., The new measure demonstrated good reliability and validity. Further, both relational reasoning and word knowledge contributed significantly to participants’ performance on the new measure with word knowledge being the more salient predictor. The relative contributions of the two factors varied by scale.

Authors

• Hongyang Zhao, University of California - Irvine

• Patricia A. Alexander, University of Maryland