Contextual knowledge reduces demands on working memory during reading

Lisa M Soederberg Miller, Jason A. Cohen, Arthur Wingfield

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

An experiment is reported in which young, middle-aged, and older adults read and recalled ambiguous texts either with or without the topic title that supplied contextual knowledge. Within each of the age groups, the participants were divided into those with high or low working memory (WM) spans, with available WM capacity further manipulated by the presence or absence of an auditory target detection task concurrent with the reading task. Differences in reading efficiency (reading time per proposition recalled) between low WM span and high WM span groups were greater among readers who had access to contextual knowledge relative to those who did not, suggesting that contextual knowledge reduces demands on WM capacity. This position was further supported by the finding that increased age and attentional demands, two factors associated with reduced WM capacity, exaggerated the benefits of contextual knowledge on reading efficiency. The relative strengths of additional potential predictors of reading efficiency (e.g., interest, effort, and memory beliefs), along with knowledge, WM span, and age, are reported. Findings showed that contextual knowledge was the strongest predictor of reading efficiency even after controlling for the effects of all of the other predictors.

Original languageEnglish (US)
Pages (from-to)1355-1367
Number of pages13
JournalMemory and Cognition
Volume34
Issue number6
StatePublished - Sep 2006
Externally publishedYes

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Short-Term Memory
Reading
Efficiency
Working Memory
Contextual
Memory Span
Age Groups
Working Memory Capacity
Predictors

ASJC Scopus subject areas

  • Psychology(all)
  • Experimental and Cognitive Psychology

Cite this

Contextual knowledge reduces demands on working memory during reading. / Miller, Lisa M Soederberg; Cohen, Jason A.; Wingfield, Arthur.

In: Memory and Cognition, Vol. 34, No. 6, 09.2006, p. 1355-1367.

Research output: Contribution to journalArticle

Miller, LMS, Cohen, JA & Wingfield, A 2006, 'Contextual knowledge reduces demands on working memory during reading', Memory and Cognition, vol. 34, no. 6, pp. 1355-1367.
Miller, Lisa M Soederberg ; Cohen, Jason A. ; Wingfield, Arthur. / Contextual knowledge reduces demands on working memory during reading. In: Memory and Cognition. 2006 ; Vol. 34, No. 6. pp. 1355-1367.
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