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Peer reviewedKatz, Stuart; Marsh, Richard L.; Johnson, Christopher; Pohl, Erika – Journal of Educational Psychology, 2001
Examinees can correctly answer many Scholastic Assessment Test (SAT) reading items when the passages accompanying the items are missing. According to one hypothesis, examinees use information from other reading items (cognates) belonging to the same passage. The purpose of this study was to test that hypothesis for the revised SAT (SAT-I) reading…
Descriptors: Abstract Reasoning, Cognitive Mapping, High School Students, High Schools
