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ID 27562
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title alternative
Working Memory Capacity and Compensatory Strategy Use <Original Articles>
creator
Nakao, Mizuki
NDC
Psychology
abstract
This study attempted to establish the relationship between text reading strategies and working memory capacity. Specifically, the authors sought to determine if low span readers use strategies to compensate for low working memory capacity.

The subjects were 21 university students. The working memory span of each student was measured using the Japanese version of the Reading Span Test (RST). In the 2-sentence condition version of this test, subjects were put in front of a screen, shown one sentence including one underlined word, and asked to read it aloud. A second sentence immediately followed. Again, subjects read it aloud. The following white screen indicated that the session was over. Students were then asked to say the underlined word of each sentence. Similarly 3-, 4-, and 5-sentence conditions were conducted, each comprising 5 trials.

Next, the subjects read an unfamiliar text, followed by a comprehension test. As they read, their eye movements were measured using an eye mark recorder. However, it failed to record the eye movements of 10 of the subjects. Finally, the subject field was reduced to 8, including 4 high span readers and 4 low span readers.

High span readers were compared to low span readers. The results revealed that there were no differences in comprehension performance as a function of working memory capacity. However, low span readers showed more frequent short-duration eye fixation and more reading regressions than high span readers. This suggests that low span readers use these compensatory strategies to reduce the demands placed on working memory, thus facilitating comprehension.
journal title
読書科学
volume
Volume 49
issue
Issue 2
start page
41
end page
52
date of issued
2005-07-01
publisher
日本読書学会
issn
0387-284X
ncid
language
jpn
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education