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• W2025513518 abstract "Good and poor junior high school readers, matched for IQ, were seen in four experiments. In the first experiment, subjects rated items from 12 categories in terms of typicality. These ratings were used to select self-defined typical and atypical items, individually for each child, for an incidental cued-recall task (Experiment 2). In Experiment 3, subjects were given a list comprised of typical and atypical items for free recall, with item typicality determined based on each subject's typicality norms from Experiment 1 (self-generated lists). Experiment 4 was identical to Experiment 3, with the exception that typicality of the items was based on adult norms (adult-generated lists). In Experiment 1, poor readers selected significantly fewer items as appropriate category exemplars than did good readers, and correlations of ratings with a group of adults were greater for the good than for the poor readers for each of the 12 categories. Recall was greater for the typical than for the atypical items in each of the three memory experiments for both the good and poor readers. Recall performance of the poor readers was comparable to that of the good readers for both the incidental cuedrecall and self-generated free recall tasks. Good readers recalled more than poor readers only with the adult-generated lists in Experiment 4. A series of analyses indicated no apparent differences in strategy use between the good and poor readers in either free recall experiment. The results were interpreted as reflecting the fact that poor readers have a different knowledge base for familiar categories than do good readers, and that cognitive differences between good and poor readers are related to differences in their semantic memories and not to differences in their ability or inclination to use mnemonic strategies. Possible ways in which differences in knowledge base may affect memory performance were also discussed." @default.
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• W2025513518 date "1986-04-01" @default.
• W2025513518 modified "2023-10-16" @default.
• W2025513518 title "The role of knowledge base in the memory performance of good and poor readers" @default.
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• W2025513518 doi "https://doi.org/10.1016/0022-0965(86)90045-7" @default.
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