ERIC Number: ED244249
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Use of Attention in Reading and Listening: Do Good and Poor Readers Differ?
Hudson, Susan B.; Angell, Linda Sala
Two experiments were conducted (1) to identify the component processes of language comprehension that draw upon cognitive capacity for their execution, and (2) to determine differences in patterns of resource allocation during integrative processing for good and poor readers. In the first experiment, nine good and nine poor college-age readers performed two tasks. The primary task was to listen to a text for comprehension, while the second was to watch a screen on which numbers would be projected. When a number appeared, each subject determined whether it was odd or even and responded as rapidly as possible by pushing the appropriate button. In the second experiment, nine good and nine poor college-age readers were seated at a CRT terminal and told that they would be presented with a story, one word at a time, and that after they had read a word of the story they were to press a button and the next word would appear. Results indicated that when reading, good readers were more likely than poor readers to engage in effortful processing. However, the results indicated that when listening, both good and poor readers attempted inferential coherence. The findings suggest that texts requiring inferences (lacking conceptual coherence) were more resource demanding. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Revised version of a paper presented at the Annual Meeting of the Midwestern Psychological Association (Chicago, IL, May 5-7, 1983).