Theses and Dissertations
Issuing Body
Mississippi State University
Advisor
Moss, Jarrod
Committee Member
Bradshaw, Gary L.
Committee Member
Eakin, Deborah K.
Committee Member
Jarosz, Andrew F.
Date of Degree
8-7-2020
Original embargo terms
Complete embargo for 1 year
Document Type
Dissertation - Open Access
Major
Cognitive Science
Degree Name
Doctor of Philosophy
College
College of Arts and Sciences
Department
Department of Psychology
Abstract
During reading, readers engage in comprehension and metacognitive processes. When problems in integrating the current information with the situation model occur, readers tend to make regressions—backward eye movements—to find information in prior text to resolve the problem (Schotter et al., 2014). Prior research suggests that cues related to regressions are used when making metacomprehension judgments. The usage of these cues may be influenced by a person’s ability to attend to comprehension processes during reading. The current study examined the relationship between comprehension and metacomprehension processes by using regressions as a measure of online monitoring. Experiment 1 examined how attention to end-of-sentence regressions affected the usage of cues related to regressions. During reading, participants heard tones when an end-of-sentence regression was made, random tones, or did not hear tones. Participants in the random tone condition were less likely to use cues related to regressions than participants that did not hear any tones. Experiment 2 examined how awareness of comprehension difficulties and working memory affected the usage of cues related to regressions when making metacomprehension judgments. During reading, participants performed a secondary task that influenced the ability to attend to comprehension processes. Participants also completed working memory tasks. Participants in the distracted condition were less likely to use cues related to regressions than participants in the control condition. In addition, participants with low attentional control were more likely to use cues related to regressions than participants with high attentional control. The findings suggest that attention to comprehension processes and working memory play an important role in the relationship between comprehension and metacomprehension.
URI
https://hdl.handle.net/11668/18028
Recommended Citation
Wong, Aaron Y., "The relationship of attention to comprehension and metacomprehension processes" (2020). Theses and Dissertations. 4618.
https://scholarsjunction.msstate.edu/td/4618