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Adults with Poor Reading Skills, Older Adults, and College Students: the Meanings They Understand During Reading Using a Diffusion Model Analysis
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Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests
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Abstract:
Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff’s, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model’s estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5112761/ http://www.ncbi.nlm.nih.gov/pubmed/26550803 https://doi.org/10.1016/j.cognition.2015.10.009
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Responding to Nonwords in the Lexical Decision Task: Insights from the English Lexicon Project
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A diffusion model account of masked vs. unmasked priming: Are they qualitatively different?
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Aging and IQ effects on associative recognition and priming in item recognition
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Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses
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Individual Differences in Visual Word Recognition: Insights from the English Lexicon Project
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Dysphoria and memory for emotional material: A diffusion-model analysis
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