Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall.

Swanson, H. Lee

doi:10.1037/0022-0663.76.5.894

Cited by 27 publications

(5 citation statements)

References 25 publications

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“…Second, the presentation of visual of information activates a process that determines what the child "verbally" knows about the stimulus object. However, as shown in picture-name study (Swanson, 1987a) and an anagram study (Swanson, 1984a), when lexical stores are meager, LD readers fail to effectively access a semantic system and thereby benefit from multiple inputs. The results also suggest that multiple-coding deficiencies are not characteristic of all LD readers.…”

Section: Multiple-stage Modelmentioning

confidence: 96%

Verbal coding deficits in learning-disabled readers: A multiple stage model

Swanson

1989

Educ Psychol Rev

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This article reviews some selected literature, drawn from the last 10 years, suggesting that learning-disabled (LD) The present article is directed at the question of how information is integrated in the minds of skilled and learning-disabled (LD) readers as a function of diverse coding schemes, particularly for pictures and words. An important aim of this review is to bring the role of verbal coding and individual differences in reading under a flexible theoretical framework. The favored view is that information from verbal and visual sources is predominantly represented in a semantic (conceptual) form for skilled readers and a modality-specific visual form for LD readers. A three-stage model

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Section: Multiple-stage Modelmentioning

confidence: 96%

Verbal coding deficits in learning-disabled readers: A multiple stage model

Swanson

1989

Educ Psychol Rev

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“…(c) Retention performance may be positively correlated with the amount of cognitive effort allocated to the criterion task. This assumption has received support in several studies (e.g., Ellis et al, 1984;Jacoby, 1978;McFarland, Frey, & Rhodes, 1980;O'Brien & Myers, 1985;Swanson, 1984;Tyler, Hertel, McCallum, & Ellis, 1979). At present, this assumption implies only a correlation between effort and memory and does not assume a causal relationship; moreover, the mechanisms underlying this relationship are yet to be understood.…”

Section: Resource Allocation Theory and Cognitive Interferencementioning

confidence: 99%

Cognition and emotion: Theories, implications, and educational applications.

Ellis¹,

Varner²,

Becker³

1993

The Challenge in Mathematics and Science Education: Psychology's Response.

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his chapter describes some of the principal theories of cognition T and emotion, discusses their implications and applications, and outlines some of the major coping strategies that have been proposed to deal with emotional stress in the context of classroom learning. There has been considerable growth in research on cognition-emotion relationships in recent years, and this research has been summarized in several sources (e.g.,

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“…One other element that can account for processing effects on memory is cognitive effort. A number of researchers have reported that the allocation of capacity, or effort, in various tasks is related to better memory (e.g., Ellis, Thomas, & Rodriguez, 1984;Jacoby, 1978;O'Brien & Myers, 1985;Swanson, 1984;Tyler, Hertel, McCallum, & Ellis, 1979). In one such experiment, Tyler et al (1979) measured cognitive effort by the use of a secondary task paradigm with subjects who made decisions about words that could fit in sentences.…”

Section: Cognitive Effortmentioning

confidence: 99%

Recent developments in human memory.

Ellis¹

1987

The G. Stanley Hall Lecture Series, Vol. 7.

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Mexico where he has been a member of the faculty since 1957. He served as Chair of the Department of Psychology from 1975 to 1984. He received his undergraduate degree from the College of William and Mary and his PhD in Experimental Psychology at Washington University in 1958. His research interests are in human memory, cognitive psychology, and emotion and cognition. He has published 6 books and approximately 70 articles and chapters. He has served as a visiting professor of psychology at the University of California at Berkeley, Washington University, and the University of Hawaii and was Distinguished Visiting Professor of Psychology at the U. S. Air Force Medical Center in San Antonio. He has received grant support from several agencies and has served as consulting editor for a number of journals. He is currently co-editor of Cognition and Emotion. He is a fellow of the Divisions of Experimental, Teaching, and General Psychology of the American Psychological Association (APA) and was theAnnual Research Lecturer at the University of New Mexico in 1978.

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Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall.

Cited by 27 publications

References 25 publications

Verbal coding deficits in learning-disabled readers: A multiple stage model

Verbal coding deficits in learning-disabled readers: A multiple stage model

Cognition and emotion: Theories, implications, and educational applications.

Recent developments in human memory.

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