WMCIG
Inter- and Intra-Individual Differences in Knowledge-Based Inference Generation During Reading Comprehension: The Role of Working Memory Capacity and Utilization
| Coordinatore | BAR ILAN UNIVERSITY
Organization address
address: BAR ILAN UNIVERSITY CAMPUS contact info |
| Nazionalità Coordinatore | Israel [IL] |
| Totale costo | 100˙000 € |
| EC contributo | 100˙000 € |
| Programma | FP7-PEOPLE
Specific programme "People" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013) |
| Code Call | FP7-PEOPLE-2013-CIG |
| Funding Scheme | MC-CIG |
| Anno di inizio | 2013 |
| Periodo (anno-mese-giorno) | 2013-12-01 - 2017-11-30 |
Partecipanti
| # | ||||
|---|---|---|---|---|
| 1 |
BAR ILAN UNIVERSITY
Organization address
address: BAR ILAN UNIVERSITY CAMPUS contact info |
IL (RAMAT GAN) | coordinator | 100˙000.00 |
Mappa
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Obiettivo del progetto (Objective)
'Reading comprehension is a high-order complex process that depends on the operation of various cognitive mechanisms. The present research aims to explore the interaction of three central mechanisms: knowledge-based inferences, working memory (WM), and motivation. Specifically, the proposed research was designed to study the involvement of the different functions of working memory—storage, processing, and control—in inference generation via different forms of text processing (text maintenance, text reactivation, and text suppression, respectively). A comprehensive interdisciplinary approach is adopted to explore the extent to which these comprehension processes underlie inter-individual and intra-individual differences. Specifically, by using cognitive-behavioral techniques (e.g., probing procedures), eye-tracking methodology, and computational modeling, I intend to study the extent that each of the target processes (a) explains different types of reading disabilities, (b) typically develops with age, and (c) is modulated by reading comprehension motivation. The theoretical contribution of the present investigations to the cognitive models of reading comprehension and the practical implications on the development of comprehension strategies and remedial programs are stressed throughout the proposal.'