1986/11/01 by Jane Oakhill
Psychology · #Reading and Literacy Development #Educational Strategies and Epistemologies #Visual and Cognitive Learning Processes
paper · doi:10.1111/j.2044-8295.1986.tb02212.x
This paper reports an experiment that used the self‐paced reading technique to explore subjects' integrative processing of short texts at different times of day (early morning and late afternoon). The difficulty of the passages was manipulated by including pronouns which could either be resolved syntactically, or required an inference to determine their referent. The results showed that subjects tested in the afternoon dealt with referential difficulties in the text as they were reading it, whereas subjects tested in the morning did not adjust their reading to take account of the difficulty of the text, but tended to delay necessary processing until it was required to answer a question. The relationship between such a comprehension strategy and subsequent text memory is discussed.