Date of Award
1985
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Bjorklund, David F.
Abstract
Good and poor seventh grade readers were given a typicality rating task in session one. In session two subjects were given an incidental cued-recall task with item typicality individually defined. In session three subjects were given two free recall lists, with item typicality for the Self-Generated lists individually defined and item typicality for the Adult-Generated lists based on adult ratings. In session one, poor readers selected fewer items as appropriate category exemplars than did good readers or adults, and correlations with adults were greater for the good readers for all twelve categories. Recall was equivalent for both groups for the incidental cued-recall and Self-Generated free recall tasks. Good readers recalled more only for the Adult-Generated free recall task. Poor readers have a different knowledge base than good readers resulting in differences in the extent to which semantic memory relations can be easily activated.
Extent
108 p.
Recommended Citation
BERNHOLTZ, JEAN ELLEN, "KNOWLEDGE BASE EFFECTS ON THE MEMORY PERFORMANCE OF GOOD AND POOR READERS" (1985). Electronic Theses and Dissertations 1980 - 1989. 381.
https://digitalcommons.fau.edu/etd_general_3/381
Identifier
FADT14271
Comments
Thesis (M.A.)--Florida Atlantic University, 1985.|Charles E. Schmidt College of Science|FAU Electronic Theses and Dissertations Collection|Thesis (M.A.)--Florida Atlantic University, 1985.