Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders

Pimperton, Hannah; Nation, Kate

doi:10.1016/j.jml.2010.02.005

Cited by 109 publications

(120 citation statements)

References 36 publications

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“…In contrast, the low memory group did not show significant differences between conditions for the P3b. This lack of differences indicated that the low memory group had not successfully revised their situation model on reading Sentence 4 in the revise condition because they had difficulties drawing activation away from the initial interpretation.This interpretation is congruent with studies demonstrating that poor comprehenders with poor working memory capacity have problems in inhibiting irrelevant information (Cain, 2006;Carretti et al, 2004;Pimperton & Nation, 2010). It is also consistent with the Structure-Building framework (Gernsbacher, 1990(Gernsbacher, , 1997, which argues that low working memory readers may experience problems with comprehension, because they fail to suppress no longer relevant information due to the generation of new substructures that reduce coherence of the situation model (e.g., Gernsbacher & Faust, 1991).…”

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confidence: 82%

“…These studies show a relationship between poor comprehension and difficulties with working memory, a key cognitive resource that supports the general processes involved in the construction of the situation model. Critically, these working memory difficulties are associated with deficient suppression or inhibitory control over the contents of working memory (Cain, 2006; Carretti, Corndoldi, De Beni, & Palladino, 2004;Pimperton & Nation, 2010). For example, Carretti et al (2004) found that good comprehenders had higher working memory capacity than poor comprehenders and were also better at recalling words in a categorization task: they made fewer intrusion errors (words that had been categorized but were not listed as final words and so should not be recalled).…”

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confidence: 99%

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Inferential revision in narrative texts: An ERP study

et al. 2015

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We evaluated the process of inferential revision during text comprehension in adults. Participants with high or low working memory read short texts, in which the introduction supported two plausible concepts (e.g., 'guitar/ violin'), although one was more probable ('guitar'). There were three possible continuations: a neutral sentence, which did not refer back to either concept; a no-revise sentence, which referred to a general property consistent with either concept (e.g., '…beautiful curved body'); and a revise sentence, which referred to a property that was consistent with only the less likely concept (e.g., '…matching bow'). Readers took longer to read the sentence in the revise condition, indicating that they were able to evaluate their comprehension and detect a mismatch. In a final sentence, a target noun referred to the alternative concept supported in the revise condition (e.g., 'violin'). ERPs indicated that both working memory groups were able to evaluate their comprehension of the text (P3a), but only high working memory readers were able to revise their initial incorrect interpretation (P3b) and integrate the new information (N400) when reading the revise sentence. Low working memory readers had difficulties inhibiting the no-longer-relevant interpretation and thus failed to revise their situation model, and they experienced problems integrating semantically related information into an accurate memory representation.Keywords Revising information . Inference making . Working memory . P3a . P3b . N400Successful text comprehenders construct an integrated, coherent, and accurate mental representation of the state of affairs described by the text. The construction of this situation model requires the reader to go beyond a representation of the surface characteristics of the text by generating inferences and incorporating world knowledge from long-term memory (Kintsch & van Dijk, 1978). The construction of the situation model is a dynamic process (e.g., Kintsch, 1998;McNamara & Magliano, 2009;Rapp & van den Broek, 2005); the text is processed incrementally (e.g., word by word and sentence by sentence) and, therefore, the situation model is constantly being updated as the text unfolds. As each new piece of information is processed, it must be integrated with the mental representation constructed so far. This involves monitoring for comprehension to identify when and where additional processing, such as inference generation, is necessary to ensure coherence (Kintsch, 1998;Perfetti, Stafura, & Adlof, 2013).Comprehension monitoring is the metacognitive awareness that readers have about what they are reading (Wagoner, 1983). Baker (1985) distinguished two monitoring phases: evaluation and regulation. Evaluation, more recently defined as validation (Singer, 2013), refers to the process that allows readers to detect an inconsistency or mismatch in the text (e.g., Vauras, Kinnunen, Salonen, & Lehtinen, 2008). Current evidence on this process in adult readers converges on the view that evaluation is a rou...

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confidence: 99%

Inferential revision in narrative texts: An ERP study

et al. 2015

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“…Therefore, studies on young children below the age of six years tend to focus on simple verbal working memory or VSTM, which entails passive storage of verbal information, such as serial recall of digits or words (Gathercole et al, 2004). Among older primary school children, complex verbal working memory tends to influence reading comprehension more than VSTM skills (Oakhill, Yuill, & Parkin, 1986;Pimperton & Nation, 2010;Stothard & Hulme, 1992;Yuill & Oakhill, 1991). However, for younger age groups in early primary grade levels, VSTM (simple verbal working memory) skills have also been found to influence both listening comprehension and reading comprehension levels (e.g.…”

Section: Introductionmentioning

confidence: 99%

Correlates of early reading comprehension skills: a componential analysis

Babayiğit

Stainthorp

2013

Educational Psychology

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“…Számos tanulmány számolt be arról, hogy a gyenge szövegértésű embereknél hiányzik az irreleváns információk törlése, alátámasztva ezt a hipotézist. A specifi kus szövegér-tési zavarokban szenvedő gyerekek (gyenge szövegértők) kevésbé képe-sek kitörölni az irreleváns információt a munkamemóriájukból, ezáltal korlátozva a saját szövegértési képességüket (Pimperton és Nation, 2010). A releváns információk aktiválásának, a modell frissítésének, és az irreleváns információk elnyomásának folyamata az olvasás teljes időtartama alatt folytatódik, ezzel lehetővé téve, hogy az olvasó összekapcsolja a releváns információkat.…”

Section: Következtetés éS Szövegértésunclassified

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

Juhász¹,

Kálló²

2017

Anyanyelv-pedagógia

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Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders

Cited by 109 publications

References 36 publications

Inferential revision in narrative texts: An ERP study

Inferential revision in narrative texts: An ERP study

Correlates of early reading comprehension skills: a componential analysis

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

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