Model
Digital Document
Publisher
Florida Atlantic University
Description
Good and poor seventh grade readers were given a
typicality rating task in session one. In session two
subjects were given an incidental cued-recall task with item
typicality individually defined. In session three subjects
were given two free recall lists, with item typicality for
the Self-Generated lists individually defined and item
typicality for the Adult-Generated lists based on adult
ratings. In session one, poor readers selected fewer items
as appropriate category exemplars than did good readers or
adults, and correlations with adults were greater for the
good readers for all twelve categories. Recall was
equivalent for both groups for the incidental cued-recall
and Self-Generated free recall tasks. Good readers recalled
more only for the Adult-Generated free recall task. Poor
readers have a different knowledge base than good readers
resulting in differences in the extent to which semantic
memory relations can be easily activated.
typicality rating task in session one. In session two
subjects were given an incidental cued-recall task with item
typicality individually defined. In session three subjects
were given two free recall lists, with item typicality for
the Self-Generated lists individually defined and item
typicality for the Adult-Generated lists based on adult
ratings. In session one, poor readers selected fewer items
as appropriate category exemplars than did good readers or
adults, and correlations with adults were greater for the
good readers for all twelve categories. Recall was
equivalent for both groups for the incidental cued-recall
and Self-Generated free recall tasks. Good readers recalled
more only for the Adult-Generated free recall task. Poor
readers have a different knowledge base than good readers
resulting in differences in the extent to which semantic
memory relations can be easily activated.
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