Academic Journal
Category Learning in Poor Comprehenders
| العنوان: | Category Learning in Poor Comprehenders |
|---|---|
| اللغة: | English |
| المؤلفون: | Ryherd, Kayleigh (ORCID |
| المصدر: | Scientific Studies of Reading. 2019 23(4):305-316. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2019 |
| Sponsoring Agency: | National Institutes of Health (DHHS) |
| Contract Number: | P01HD00199446 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Reading Comprehension, Learning Problems, Classification, Adolescents, Directed Reading Activity, Learning Strategies, Attention, Vocabulary Development, Achievement Tests, Cognitive Ability, Cognitive Tests, Middle School Students, High School Students, Semantics, Learning Processes |
| Assessment and Survey Identifiers: | Kaufman Test of Educational Achievement, Woodcock Johnson Tests of Cognitive Ability |
| DOI: | 10.1080/10888438.2019.1566908 |
| تدمد: | 1088-8438 |
| مستخلص: | Poor comprehenders (PCs) are characterized by poor reading comprehension despite intact decoding and general cognitive ability. Poor word meaning knowledge is one of the earliest deficits associated with a PC profile. We examined processes underpinning word learning in PCs using a category learning paradigm. Adolescent participants (20 typically developing [TD], 19 PC, ages 13-18 years) learned novel categories with two key manipulations: information type (verbal vs. nonverbal) and training type (directed vs. undirected). We found that PCs showed more benefit from directed training than TD individuals overall; however, both groups performed similarly when receiving directed blocks first. Moreover, when undirected training was received first, TD individuals showed better performance in directed as compared to undirected blocks, whereas PCs who receive undirected training first showed no significant difference between training types. Our investigation indicates that PCs may have different strategies for learning, especially when their attention is not externally directed toward relevant features. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1220262 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1088-8438 |
|---|---|
| DOI: | 10.1080/10888438.2019.1566908 |