Date of Award
Fall 2013
Project Type
Dissertation
Program or Major
Psychology
Degree Name
Doctor of Philosophy
First Advisor
Edward O'Brien
Abstract
Ericcson and Kintch (1995) suggested that less-skilled readers often have an impoverished representation of text. The results of five experiments demonstrated that the addition of causality enhanced the text representation of less-skilled readers. Experiments 1-3 showed that the addition of causal information enhanced less-skilled readers' ability to detect global inconsistencies. Experiments 4 and 5 showed that the addition of causal information to updating information resulted in less-skilled readers updating to the same extent as skilled readers.
Recommended Citation
Smith, Emily R., "Enhancing memory access for less-skilled readers" (2013). Doctoral Dissertations. 736.
https://scholars.unh.edu/dissertation/736