The authors contrasted massed repeated reading with distributed repeated reading. In Experiment 1, massed repeated reading led to better passage recall than distributed repeated reading. In Experiment 2, massed repeated reading of a paraphrased version of an essay led to greater recall than massed repeated reading of a verbatim version of an essay. Although distributed repeated reading again led to greater recall than massed repeated reading, the distributed repeated reading of paraphrased version of an essay did not lead to greater levels of recall than the distributed repeated reading of a verbatim version of an essay. Results of Experiment 3 confirmed those of Experiment 2 and indicated that readers commit significantly less inspection time to a 2nd reading in a massed repeated reading situation than to a 2nd reading in distributed repeated reading situation. The results are discussed from the perspective of a deactivation hypothesis.
The present study examined the clinical utility of eye movement tracking in the differential diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) and Reading Disorder (RD). It was anticipated that eye movement tracking would provide a better understanding of the underlying deficits that potentially contribute to reading difficulties among children with ADHD and RD. Participants included 27 children diagnosed with ADHD, 20 that met criteria for a reading disorder and 30 Control children with no clinical diagnosis. All participants were between the ages of 6 to 12. Consistent with previous research, children in the RD group displayed slower reading time, longer fixation duration and more atypical eye movements as compared to Control children. Children with ADHD also displayed more atypical eye movement as compared to Control children. The only significant difference between the ADHD and RD groups was in total reading time. Results of a discriminant analysis revealed that less than 60% of participants were given the correct diagnostic classification based on total reading time and proportion of left to right saccades indicating limited support for this measure in diagnosis of ADHD versus RD.
In six experiments we examined issues related to the retrieval context set by rereading advance organizers before recall tests. In Experiments 1 and 2, rereading advance organizers before immediate testing had no effect on recall. We hypothesized that the results of Experiments 1 and 2 were due to testing recall too soon to allow for a "loss" of the initial encoding context. Consequently, in Experiments 3-5 we varied delays between encoding and retrieval from 24 hr to 2 weeks. The results of all three experiments indicated that rereading advance organizers before delayed recall greatly facilitated memory performance. In Experiment 6 we contrasted rereading an advance organizer before delayed testing with rereading a false organizer and rereading the first paragraph of the essay. The results revealed that only rereading the advance organizer had a significant effect on recall. The results are discussed in terms of advance organizer theory and a general perspective on encoding and retrieval contexts.
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