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Related Experiment Video

Updated: Jun 20, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Visuospatial cues for reinstating mental models in working memory during interrupted reading.

Darryl W Schneider¹, Peter Dixon

¹Carnegie Mellon University, Pittsburgh, PA 15213, USA. dws@cmu.edu

Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale

|September 11, 2009

Summary

Visual cues like pictures can improve reading comprehension for slow readers by aiding working memory. This helps maintain mental models, reducing reading time disruptions after text interruptions.

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Last Updated: Jun 20, 2026

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Published on: July 16, 2015

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Area of Science:

Cognitive Psychology
Reading Comprehension
Working Memory

Background:

Reading requires building mental representations in long-term working memory.
Disruptions to short-term working memory impede the maintenance of mental models, affecting reading time.
Interruption effects in reading occur when unrelated text disrupts coreferential sentences.

Purpose of the Study:

To investigate the impact of visuospatial cues on the reading interruption effect.
To determine if visual aids can mitigate the negative effects on working memory during reading.
To explore differences in these effects between fast and slow readers.

Main Methods:

Two experiments were conducted where participants read passages with interrupted coreferential sentences.
Visual cues (related pictures, unrelated pictures, titles) were introduced to aid mental model reinstatement.
Reading times were measured to assess the interruption effect and the influence of visual aids.

Main Results:

The interruption effect was reduced when pictures related to the passages were provided.
This benefit was observed only in slow readers, not fast readers.
Related pictures were more effective than unrelated pictures or titles in mitigating the interruption effect.

Conclusions:

Visuospatial cues can enhance reading by supporting working memory and mental model access.
Slow readers benefit more from visual aids, suggesting they integrate this information more deeply.
This highlights the role of individual reading speed in the effectiveness of cognitive support strategies.