Working Memory Capacity as a Predictor of Multiple Text Comprehension

Autor/inn/en	Hildenbrand, Lena; Wiley, Jennifer
Titel	Working Memory Capacity as a Predictor of Multiple Text Comprehension
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 4-5, S.378-396 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hildenbrand, Lena) ORCID (Wiley, Jennifer) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2023.2197690
Schlagwörter	Short Term Memory; Reading Comprehension; Predictor Variables; College Entrance Examinations; Test Preparation; Test Items; Reading Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Leseverstehen; Prädiktor; Aufnahmeprüfung; Test content; Testaufgabe; Lesetest; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only performance on the inference questions was uniquely related to WMC whereas performance on textbase and across-text questions was not. Results suggest that WMC still plays a role in comprehension even when texts are available, and the role of WMC seems to be most strongly tied to integration demands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01