Comprehension

This experiment investigated the role of sentence meaning in auditory language comprehension. Tokens from a GOAT-COAT speech voicing continuum were embedded in carrier sentences that were biased toward either a "goat" or "coat" interpretation and presented to subjects for a word identification task. The identification function showed a boundary shift in favor of the biased context, and an interaction localized to the ambiguous boundary region. Response times were largest in the boundary region and the interaction between the two factors was localized to the boundary region and the voiced endpoint. There was also a response time advantage for context consistent responses specifically in the boundary region. These results and those of earlier research (Connine, 1987; Connine & Clifton, 1987) are described in terms of interactive activation of potential response categories by acoustic parameter and sentence context.

The aim of this project was to clarify the findings of Shapiro and Levine (1990) by exploring post-verb argument structure complexity effects. Three verb types, transitives, datives and obligatory three-place, were probed at four positions during an on-line sentence processing task that utilized cross-modal naming as the secondary task in a reaction time paradigm. No significant verb x probe interaction was found at any probe position with any of the three verb types. Two possible explanations are given for this pattern of results: (1) the choice of cross-modal naming as the secondary task; and, (2) the high variability of reaction times among subjects.

Computers are becoming an integral part of our high school curriculum. Students use computers for computer-assisted instruction (CAI), word processing, spreadsheet and database applications, and computer programming. It is important to know the cognitive effects of each mode of computer use. The purpose of this study was to investigate transfer effects of a high school BASIC programming course on students' skills in mathematical modeling, procedural comprehension, and verbal problem solution. The sample consisted of 44 BASIC I students, 44 computer literacy students, and 44 students who had no computer training. Groups were matched on years of mathematics and on the grade received in the last mathematics course taken. Pretests and posttests were administered. Results indicated no significant differences in scores among groups for mathematical modeling or procedural comprehension; however, a significant difference was found among groups for verbal problem solution. The BASIC group scored significantly higher than the computer literacy group and the group with no exposure (p < .01). Auxiliary hypotheses examined possible interactions of group with gender, student level, prior grade received in mathematics, and years of high school mathematics. Significant main effects were found for both prior grade (p < .05) and years of mathematics (p < .05) with achievement directly related to excellence of grades and magnitude of coursework. Neither gender x treatment interaction, nor gender alone was found to be a significant source of score variance. Although the variance caused by student grade level was not significant, a significant interaction was found between group membership and grade level with respect to verbal problems. Sophomores in the literacy group scored higher than did sophomores in the nonexposure group; juniors in the nonexposure group scored higher than juniors in the computer literacy group. Suggestions for future research include studying effects (a) over an entire district, (b) on lower level mathematics students, and (c) on lower socioeconomic groups. Recommendations for computer education include teaching algebraic problem solving by computer and exposure of programming coursework to a wider population.

The effect of note taking training on the comprehension of ninth grade students was explored. A sample of 115 suburban Philadelphia public school students participated in an extreme groups design that selected subjects with an Educational Records Bureau (ERB) aptitude score of greater than the 80th percentile and lower than the 35th percentile. Students were randomly assigned to two world cultures teachers. One teacher instructed his classes in the note taking technique used in this study, while the other did not. All students took two tests, one expository and one high interest, at the end of a nine week practice period. Analysis of the results using MANOVA indicated that the note taking training significantly affected, at the.05 level of significance, the students' comprehension regardless of ability level. This was mainly attributable to the expository passage. However, not all students applied the technique as instructed, and there was no carryover of the use of the technique to the high interest passage; thus, the group trained in note taking did not score significantly higher on the high interest test. An interaction was found between the treatment group and the passage type, indicating that note taking was more effective when the material was expository. Note taking training had a significant effect on subjects' comprehension; however, if transfer is desired and if the process is to be internalized, the practice period should probably be longer than nine weeks.