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Relationship of Reading Comprehension to the Cognitive Internal State Lexicon (1994)
| Venue: | NRRC , Universities of Georgia and Maryland College Park |
BibTeX
@ARTICLE{William94relationshipof,
author = {James Booth William and William S. Hall},
title = {Relationship of Reading Comprehension to the Cognitive Internal State Lexicon},
journal = {NRRC , Universities of Georgia and Maryland College Park},
year = {1994},
volume = {14},
pages = {3--5}
}
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Abstract
The authors compared fifth-, seventh -, and tenth-graders, and college undergraduates cognitive word knowledge of the cognates of think and know within a theoret- ical framework focused on hierarchical levels of meaning. Cognitive words form a category within the internal state lexicon and may be central to accessing, monitoring, and transforming our internal states, all of which seem to be processes critical to reading comprehension. Cognitive word knowledge was positively correlated with achievement scores. The correlations with cognitive word knowledge were higher for Verbal (vocabulary and reading comprehension) than Quantitative achievement scores, and cognitive word knowledge increased with age. However, the order of acquisition of cognitive words depended on a complex interaction between the frequency of the cognitive word in established word frequency counts, the level of meaning as determined by the conceptual hierarchy, and whether the cognitive word was a cognate of thin...
Keyphrases
cognitive word cognitive internal state lexicon cognitive word knowledge internal state conceptual hierarchy hierarchical level internal state lexicon quantitative achievement score college undergraduate cognitive word knowledge theoret ical framework complex interaction achievement score word frequency count
