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Resource allocation during the rereading of scientific texts
K K Millis1, S Simon, N S tenBroek
1Department of Psychology, Northern Illinois University, DeKalb 60115, USA. kmillis@niu.edu
Memory & Cognition
|May 19, 1998
Summary
Readers allocate fewer cognitive resources to initial text processing and more to deeper integration when rereading scientific texts. This shift enhances comprehension and speeds up reading with repeated exposure.
Area of Science:
- Cognitive Psychology
- Reading Comprehension
- Scientific Literacy
Background:
- Understanding how readers process scientific texts is crucial for effective science education.
- Cognitive resource allocation models explain how mental effort is distributed during complex tasks like reading.
Purpose of the Study:
- To investigate the dynamic allocation of cognitive resources during the rereading of scientific texts.
- To examine how repeated exposure influences different comprehension processes.
Main Methods:
- Two experiments were conducted using scientific texts.
- Experiment 1 involved reading and rereading with a delay; Experiment 2 used a moving window procedure.
Main Results:
- Readers decreased resources for proposition assembly and increased them for text-level integration across readings.
- Lexical access resource allocation varied, decreasing significantly in Experiment 2.
- Rereading speedup was most pronounced at sentence boundaries, indicating efficient word processing.
Conclusions:
- Cognitive resource allocation shifts towards text-level integration during rereading.
- Prior exposure facilitates immediate word processing and overall comprehension efficiency.
- Findings support models where initial processing becomes more automatic, freeing resources for higher-level integration.
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