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Category Learning in Poor Comprehenders

التفاصيل البيبلوغرافية
العنوان: Category Learning in Poor Comprehenders
اللغة: English
المؤلفون: Ryherd, Kayleigh (ORCID 0000-0002-5100-0022), Landi, Nicole
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
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