Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

749
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
749
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

968
Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
968
Barriers to Effective Communication I01:30

Barriers to Effective Communication I

12.5K
A communication barrier is any distortion or interruption during a conversation, resulting in miscommunication of the message. A good communicator should know these barriers and continuously check for the listener's understanding by obtaining feedback.
Communication barriers include the following:
Physiological barriers: They are limitations caused by a person's health condition or disability, such as hearing loss, poor eyesight, illness, or unconsciousness. An example to overcome this...
12.5K
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

5.7K
The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
5.7K
Health Literacy01:21

Health Literacy

5.8K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
5.8K
Language and Cognition01:27

Language and Cognition

998
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
998

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Associations between sleep habits, performance in reading and mathematics, and inattention and hyperactivity.

PloS one·2026
Same author

On the relationship between word reading ability and spelling ability.

Reading and writing·2025
Same author

Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading·2023
Same author

Addressing genetic essentialism: Sharpening context in behavior genetics.

The Behavioral and brain sciences·2023
Same author

Processing Speed is Related to the General Psychopathology Factor in Youth.

Research on child and adolescent psychopathology·2023
Same author

Author Correction: Discovery of 42 genome-wide significant loci associated with dyslexia.

Nature genetics·2023
Same journal

[Characteristics of mother-child collaboration at 48 months in two number-related tasks].

L'annee psychologique·2017
Same journal

[Circadian variations of performances and basic rhythms].

L'annee psychologique·1995
Same journal

[Current perspectives on the concept of time].

L'annee psychologique·1984
Same journal

[Field dependence-independence and operational thought in girls and boys].

L'annee psychologique·1984
Same journal

[Representational and non-representational properties in the analysis of concepts].

L'annee psychologique·1984
Same journal

[How do the eyes explore written lines?].

L'annee psychologique·1984
See all related articles

Related Experiment Video

Updated: Apr 13, 2026

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
06:49

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

Published on: January 10, 2014

28.4K

Issues in Identifying Poor Comprehenders.

Janice M Keenan1, Anh N Hua1, Chelsea E Meenan1

  • 1University of Denver.

L'Annee Psychologique
|May 5, 2015
PubMed
Summary
This summary is machine-generated.

Defining poor reading comprehension significantly impacts study findings. Different selection methods identify varying groups of poor comprehenders, affecting cognitive profiles and research outcomes.

More Related Videos

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.9K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.3K

Related Experiment Videos

Last Updated: Apr 13, 2026

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
06:49

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

Published on: January 10, 2014

28.4K
Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

6.9K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.3K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Studies on poor comprehenders use diverse selection criteria and tests.
  • This variability raises questions about the consistency of findings in poor comprehension research.

Purpose of the Study:

  • To assess how different selection methods impact the identification of poor comprehenders.
  • To examine the cognitive profiles of poor comprehenders identified through various methods.

Main Methods:

  • Over 1,500 children (ages 8-19) completed reading comprehension, listening comprehension, single word reading, and nonword reading tests.
  • Poor comprehension was defined using low-tail performance and discrepancies between comprehension and reading abilities.

Main Results:

  • The overlap between different selection methods for identifying poor comprehenders was generally low.
  • Identification varied based on the type of comprehension test, selection criteria, and participant age.
  • Poor comprehenders identified by different methods showed variations in IQ and working memory, but not attention.

Conclusions:

  • Differences in selection criteria and tests significantly influence the definition and identification of poor comprehension.
  • These variations have substantial consequences for understanding the cognitive deficits associated with poor comprehension.