Executive Control Processes in Reading

By Bruce K. Britton; Shawn M. Glynn | Go to book overview

models emphasizes different aspects of how the studier interacts with the studying task. Further research is necessary to determine if one or the other of these models is the most fruitful one to develop.

Finally, one last observation seems appropriate. Understanding how executive control in studying is obtained will be a very difficult task. It will involve a significant shift in focus in terms of both research and theorizing. The consequences of significant progress in achieving this end, however, may be a far more coherent understanding of studying. Such an understanding could provide the basis for more effective ways of improving how students carry out. and control the act of studying.


REFERENCES

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Anderson J. R. ( 1983.). The architecture of cognition. Cambridge, MA: Harvard University Press.

Anderson T. H., & Armbruster B. B. ( 1984.). "Studying". In P. D. Pearson (Ed.), Handbook of reading research (pp. 657-679). New York: Longman.

Atlas M. A. ( 1981.). "The user edit: Making manuals easier to use". IEEE Transactions on Professional Communication, PC-24, 28-29.

Baker L., & Brown A. L. ( 1984.). "Metacognitive skills and reading". In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman.

Brown A. L., Armbruster B. B., & Baker L. ( 1985.). "The role of metacognition in reading and studying". In J. Orasanu (Ed.), Reading comprehension: From research lo practice. Hillsdale, NJ: Lawrence Erlbaum Associates.

Brown A. L., & Campione J. C. ( 1978). "The effects of knowledge and experience on the formation of retrieval plans for studying from texts". In M. M. P. E. Morris & R. N. Sykes Gruneberg (Eds.), Practical aspects of memory (pp. 378-384). London: Academic Press.

Cavanaugh J. C., & Perlmutter M. ( 1982.). "Metamemory: A critical examination". Child Development, 53,11-28.

Donaldson M. ( 1978.). Children's minds. New York: W. W. Norton.

Fass W., & Schumacher G. M. ( 1978.). "Effects of motivation, subject activity, and readability on the retention of prose materials". Journal of Educalional Psychology, 70, 803-807.

Flavell J. H. ( 1981.). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press.

Flower L., & Hayes J. R. ( 1981). "A cognitive process theory of writing". College Composition and Communication, 32,365-387.

Gettinger M. ( 1984.). "Individual differences in time needed for learning: A review of the literature". Educational Psychologist, 19,15-29.

Glucksberg S., & Danks J. H. ( 1968). "Effects of discriminative labels and of nonsense labels upon availability of novel function". Journal of Verbal Learning and Verbal Behavior, 7,72-76.

Hartley J., Bartlett S., & Branthwaite A ( 1980.). "Underlining can make a difference -- sometimes". Journal of Educational Research, 73,218-224.

Hayes J. R. ( 1978.). Cognitive psychology: Thinking and creating. Homewood, IL: Dorsey.

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Executive Control Processes in Reading
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Contributors ix
  • Introduction xi
  • Acknowledgements xviii
  • Reference xviii
  • 1 - Executive Control in Reading Comprehension 1
  • Acknowledgments 19
  • References 21
  • 2 - Reading and Writing for Electronic Journals 23
  • Acknowledgments 51
  • References 53
  • 3 - Typography and Executive Control Processes in Reading 57
  • Acknowledgments 76
  • References 77
  • 4 - Typography and Reading Strategy 81
  • References 105
  • 5 - Executive Control in Studying 107
  • References 142
  • 6 - The Activation and Use of Scripted Knowledge in Reading About Routine Activities 145
  • Appendix 172
  • References 175
  • 7 - Knowledge Acquisition for Application: Cognitive Flexibility and Transfer in Complex Content Domains 177
  • Acknowledgments 197
  • References 198
  • 8 - Instructional Variables That Influence Cognitive Processes During Reading 201
  • References 215
  • 9 - How Is Reading Time Influenced by Knowledge-Based Inferences and World Knowledge? 217
  • Acknowledgments 249
  • References 250
  • 10 - Remembering Reading Operations with and Without Awareness 253
  • Acknowledgments 274
  • References 275
  • 11 - Characterizing the Processing Units of Reading Effects of Intra- and Interword Spaces in A Letter Detection Task 279
  • Acknowledgments 294
  • References 295
  • Author Index 297
  • Subject Index 305
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