Examines tasks from the heuristics and biases literature in light of the understanding/acceptance principle of P. Slovic and A. Tversky (1974). Shows how the variation and instability of responses can be analyzed to yield inferences about why descriptive and normative models of human reasoning and decision making sometimes do not coincide.…

Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…

A new regression-based logic strategy is presented for comparing cognitive profiles of children developing reading skills at different rates. Results with 907 children support the phonological-core variable-difference model of reading disability, with the degree of aptitude-achievement discrepancy unrelated to unique cognitive trade-offs of…

The domain specificity and generality of an important critical thinking skill was examined by administering nine reasoning and decision-making tasks to 125 adults. Performance across tasks displayed considerable domain specificity, but five tasks displayed moderate convergence. Performance on tasks that displayed domain generality was more…

A study examined the relationship among temporal processing, phonological processing, and reading skill using a multivariate approach which included measures of phonological processing and a variety of timing tasks that have been implicated in timing theories. Subjects were 30 adults classified as disabled readers based on their performance on the…

Finds that the variation in literacy activity found among undergraduate college students is associated with the ability to interpret texts by enhancing the ability to deal with subtle distinctions among mental-state verbs; however, the view that print exposure fosters decontextualized reasoning, as typified in syllogistic reasoning, received only…

Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the…

Presents a meta-analysis of spelling-to-sound regularity effects in individuals with reading disabilities and reading-level comparison groups. The clear effect of word regularity for individuals with reading disabilities, which did not differ from the word regularity effects for individuals at reading levels, is discussed relative to classic…

Examines the temporal processing deficit hypothesis. Administers a comprehensive battery to reading disabled adults and elementary students (reading-level controls). Finds that the timing tasks shared little variance with phonological sensitivity and contribute little unique variance to word reading. Provides evidence for the involvement of naming…

Discusses how 68 third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. Provides some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size…

Assessed the degree of orthographic learning in homophonic choice, spelling, and target naming tasks with second graders. Found that processing of target homophones was superior to that of their homophonic controls and found a substantial correlation between orthographic learning and number of target homophones correctly decoded during story…

Recently, investigators have begun to pay increasing attention to the role of teachers' domain-specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third grade teachers' actual and perceived reading related subject matter…

Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…