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

Language and Cognition01:27

Language and Cognition

829
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.
829
Group Design02:01

Group Design

10.8K
The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
10.8K
Information Processing Approach01:30

Information Processing Approach

613
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
613
Language Development01:22

Language Development

963
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
963
What is Variation?01:14

What is Variation?

18.8K
Apart from the measures of central tendency, distribution, outliers, and the changing characteristics of data with time, an important characteristic of any data set is its variation or spread. In some data sets, the data values are concentrated closely near the mean; in others, the data values are more widely spread out from the mean.
The range, standard deviation, standard error, and variance are the different measures of variation.
Range: The range is the difference between its maximum and...
18.8K
Lateralization01:28

Lateralization

1.1K
Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
1.1K

You might also read

Related Articles

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

Sort by
Same author

An Individual Differences Examination of the Relation between Reading Processes and Comprehension.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading·2021
Same author

The use of context in resolving syntactic ambiguity: Structural and semantic influences.

Language, cognition and neuroscience·2020
Same author

Adaptation to Animacy Violations during Listening Comprehension.

Cognitive, affective & behavioral neuroscience·2019
Same author

Language context processing deficits in schizophrenia: The role of attentional engagement.

Neuropsychologia·2017
Same author

Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading.

Reading research quarterly·2016
Same author

Cognitive Control of Episodic Memory in Schizophrenia: Differential Role of Dorsolateral and Ventrolateral Prefrontal Cortex.

Frontiers in human neuroscience·2015

Related Experiment Video

Updated: Feb 16, 2026

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

Comprehension in Proficient Readers: The Nature of Individual Variation.

Erin M Freed1, Stephen T Hamilton1, Debra L Long1

  • 1Department of Psychology University of California, Davis.

Journal of Memory and Language
|December 20, 2017
PubMed
Summary

General reasoning and language experience are key to reading comprehension, explaining as much variance as all other tested abilities combined. Other factors like working memory capacity may not be as crucial as previously thought.

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

6.8K
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

28.2K

Related Experiment Videos

Last Updated: Feb 16, 2026

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
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

6.8K
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

28.2K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Psycholinguistics

Background:

  • Individual-difference research in reading comprehension faces challenges due to high correlations between reader characteristics.
  • Identifying central versus secondary abilities is crucial for understanding reading comprehension variability.

Purpose of the Study:

  • To determine which cognitive and psycholinguistic abilities directly and indirectly influence reading comprehension.
  • To clarify the roles of various reader characteristics in explaining comprehension variance.

Main Methods:

  • Administered a battery of psycholinguistic and cognitive tests to community college and university students.
  • Employed statistical modeling to identify direct and indirect effects of identified constructs on reading comprehension.

Main Results:

  • General reasoning and language experience were the only constructs with direct effects on reading comprehension.
  • These two variables alone accounted for the same amount of variance as the entire set of tested abilities.
  • Working-memory capacity and word decoding showed direct effects only when general reasoning and language experience were excluded from the models.

Conclusions:

  • General reasoning and language experience are primary drivers of reading comprehension variance in adults.
  • The direct inclusion of working-memory capacity in theories of adult reading comprehension variability may be unnecessary.
  • Further research is needed to elucidate the precise mechanisms through which vocabulary knowledge facilitates reading comprehension.