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| Reading Processes | 2 |
| Syntax | 2 |
| Cognitive Processes | 1 |
| Cues | 1 |
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| Journal of Educational… | 2 |
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Peer reviewedBritton, Bruce K.; Glynn, Shawn M. – Journal of Educational Psychology, 1982
In three experiments, the meaning of the textual materials was held constant while structural (surface) variables, such as vocabulary, syntax, and signals about idea importance, were manipulated. Findings in all cases indicated that aspects of the surface structure of text made demands on the reader's cognitive processing capacity. (Author/GK)
Descriptors: Cognitive Processes, Cues, Higher Education, Reading Materials
Peer reviewedRichek, Margaret Ann – Journal of Educational Psychology, 1976
Investigates how performance on syntactic structures is affected by the complexity of the surrounding sentence. To investigate possible relationships, two classifications of syntactic structures were tested in both simple and complex sentences. (RC)
Descriptors: Difficulty Level, Elementary School Students, Psycholinguistics, Reading Comprehension
