Test Performance: the Influence of Cognitive Load on Reading Comprehension
Scores from high-stakes tests such as the Scholastic Aptitude Test (SAT) are commonly used as criteria for college admission decisions. So, it is of implied importance to identify factors that contribute to susceptibility to failure on these tests. One potential factor addressed in the current stu...
| Main Author: | |
|---|---|
| Format: | Others |
| Published: |
ScholarWorks @ Georgia State University
2014
|
| Subjects: | |
| Online Access: | http://scholarworks.gsu.edu/psych_theses/123 http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1124&context=psych_theses |
| Summary: | Scores from high-stakes tests such as the Scholastic Aptitude Test (SAT) are commonly used as criteria for college admission decisions. So, it is of implied importance to identify factors that contribute to susceptibility to failure on these tests. One potential factor addressed in the current study was whether emotional cognitive load differentially impacts those with low working memory capacity or trait anxiety. Individual differences in subjective arousal were also tested as a mechanism contributing to this effect. In Experiment 1, a reading comprehension task revealed that type of cognitive load affected accuracy. In Experiment 2, state anxiety was induced using methods from previous research. The results revealed that, again, only type of cognitive load affected comprehension accuracy. Together, results suggest that arousal induced via disturbing words negatively influence reading performance regardless of superior working memory capacity. These findings are not based on cognitive load in general, but the semantic value of the words processed, in particular, that led to comprehension difficulty. Results are discussed in terms of theoretical and practical implications. |
|---|