Date of Award
Fall 2013
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.
Document Type
Dissertation
First Advisor
Edward O'Brien
Department or Program
Psychology
Degree Name
Doctor of Philosophy
Recommended Citation
Smith, Emily R., "Enhancing memory access for less-skilled readers" (2013). Doctoral Dissertations. 736.
https://scholars.unh.edu/dissertation/736