Descriptor
| Cognitive Processes | 4 |
| Reading Comprehension | 4 |
| Recognition | 4 |
| Memory | 3 |
| Reading Processes | 2 |
| Task Performance | 2 |
| Adults | 1 |
| Connected Discourse | 1 |
| Data Analysis | 1 |
| Higher Education | 1 |
| Language Research | 1 |
| More ▼ | |
Source
| Cognitive Psychology | 1 |
| Journal of Experimental… | 1 |
| Journal of Verbal Learning… | 1 |
| Reading Research Quarterly | 1 |
Author
| Holmes, Deborah Lott | 1 |
| Johnson, Marcia K. | 1 |
| Masson, Michael E. J. | 1 |
| Sala, Linda S. | 1 |
| Smith, Frank | 1 |
| Thorndyke, Perry W. | 1 |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Johnson, Marcia K.; And Others – Journal of Experimental Psychology, 1973
Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)
Descriptors: Cognitive Processes, Data Analysis, Memory, Reading Comprehension
Thorndyke, Perry W. – Journal of Verbal Learning and Verbal Behavior, 1976
This study examined how people use inferences to aid comprehension of connected discourse. (Author/RM)
Descriptors: Cognitive Processes, Connected Discourse, Language Research, Learning Processes
Peer reviewedMasson, Michael E. J.; Sala, Linda S. – Cognitive Psychology, 1978
Two experiments examined the roles of semantic and surface information in reading and recognizing sentences. Results indicate that reading and recognition are interactive processes, involving conceptually driven and data driven operations; the interaction may be either automatic or controlled. Semantic and surface information are conceptualized as…
Descriptors: Adults, Cognitive Processes, Higher Education, Memory
Peer reviewedSmith, Frank; Holmes, Deborah Lott – Reading Research Quarterly, 1971
Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)
Descriptors: Cognitive Processes, Memory, Models, Reading Ability
