Based on the finding that increasing stimulus presentation rate can increase short-term memory (STM) span, reading rate was accelerated in a series of experiments that demonstrated substantial gains in reading accuracy and comprehension. The present investigation tested the hypothesis that comprehension gains in fast-paced reading are attributable primarily to changes in STM functioning. A series of standard STM-sensitive tasks were administered in both self-paced and fast-paced reading conditions. The magnitude and relative specificity of effects evident in fastpaced reading confirmed the hypothesis. Several alternative hypotheses were rejected. These findings provide strong support for a causal role for STM function in text processing.
|Number of pages||7|
|Journal||Journal of Educational Psychology|
|State||Published - Jun 1992|
ASJC Scopus subject areas
- Developmental and Educational Psychology