Category learning in Poor Comprehenders

Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
Kayleigh Ryherd, Nicole Landi

Abstract

Poor comprehenders (PCs) are characterized by poor reading comprehension despite intact decoding and general cognitive ability. Poor word meaning knowledge is one of the earliest deficits associated with a PC profile. We examined processes underpinning word learning in PCs using a category learning paradigm. Adolescent participants (20 TD, 19 PC, ages 13-18) learned novel categories with two key manipulations: information type (verbal vs. nonverbal) and training type (directed vs. undirected). We found that PCs showed more benefit from directed training than TD individuals overall; however, both groups performed similarly when receiving directed blocks first. Moreover, when undirected training was received first, TD individuals showed better performance in directed as compared to undirected blocks, whereas PCs who receive undirected training first showed no significant difference between training types. Our investigation indicates that PCs may have different strategies for learning, especially when their attention is not externally directed towards relevant features.

References

Aug 1, 1986·Cognition·S A Gelman, E M Markman
Mar 15, 2002·Psychological Science·Linda B SmithLarissa Samuelson
May 11, 2002·Journal of Speech, Language, and Hearing Research : JSLHR·Leslie Rescorla
May 5, 2006·Journal of Speech, Language, and Hearing Research : JSLHR·Hugh W CattsSusan Ellis Weismer
Nov 23, 2007·Psychological Science·Gary LupyanJames L McClelland
May 19, 2011·PloS One·Nicole BeckageThomas Hills
Dec 7, 2013·Journal of Learning Disabilities·Xiuli TongKate Cain
Feb 1, 2017·Language and Linguistics Compass·Nicole Landi, Kayleigh Ryherd

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