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Tytuł:
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The Role of Maintenance and Disengagement in Predicting Reading Comprehension and Vocabulary Learning
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Autorzy:
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Martin, Jessie D.
Shipstead, Zach
Harrison, Tyler L.
Redick, Thomas S.
Bunting, Michael
Engle, Randall W.
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Deskryptory:
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Reading Comprehension
Vocabulary Development
Short Term Memory
Intelligence
Second Language Learning
Young Adults
Individual Differences
Predictive Measurement
Cognitive Ability
Recall (Psychology)
Interference (Learning)
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Język:
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English
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Źródło:
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Journal of Experimental Psychology: Learning, Memory, and Cognition. Jan 2020 46(1):140-154.
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Dostępność:
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American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: ; Web site: http://www.apa.org
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Recenzowane naukowo:
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Y
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Page Count:
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15
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Data publikacji:
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2020
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Sponsoring Agency:
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Office of Naval Research (ONR)
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Contract Number:
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N000141210406
N000141211011
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Typ dokumentu:
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Journal Articles
Reports - Research
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DOI:
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10.1037/xlm0000705
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ISSN:
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0278-7393
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Abstractor:
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As Provided
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Data wpisu:
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2019
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Numer akcesji:
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EJ1237353
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This study uses a novel framework based on work by Shipstead, Harrison, and Engle (2016) that includes measures of both working memory capacity and fluid intelligence in an attempt to better understand the processes that influence successful reading comprehension at the latent level. Further, we extend this framework to a second educationally relevant ability: second-language vocabulary learning. A large sample of young adults received a battery of working memory, fluid intelligence, language comprehension, and memory updating tasks. The results indicate that individual differences in reading comprehension and vocabulary learning benefit from the ability to maintain active information, as well as to disengage from no longer relevant information. Subsequently, we provide an interpretation of our results based on the maintenance and disengagement framework proposed by Shipstead et al. (2016).