Retrieval interference in skilled and unskilled reading comprehsension

描述（由申请人提供）：阅读能力差对发育中的儿童有深刻的认知、情感和行为后果，如果不加以补救，最终会对成年人产生经济后果。事实上，2003年关于成人识字和生活技能的报告（加拿大统计局和经合组织，2005年）估计，51%的16-25岁的美国成年人只能阅读简单的文本，只能进行低水平的推理，这一水平被称为“低于基本水平”，这不足以实现高等教育和职业目标。这些统计数据表明，需要了解的因素，有助于穷人的阅读能力超出了一个字的水平，在成人人口。该应用程序汇集了来自三个方面的调查结果 在很大程度上独立的研究社区（记忆，成人句子和话语处理，和阅读障碍），并创造了一个新的方法来理解理解穷人的理解。然而，大部分基于语言学的句子和文本水平的理解研究强调了有限的一般认知能力（特别是工作记忆容量）作为理解困难的来源，并主要集中在大学水平的人口，这个项目是建立在一个架构框架，强调记忆检索的机制连接单词阅读技能和更高层次的综合技能。基于记忆研究指出，即使是熟练的读者，主动记忆容量也非常有限，我们假设理解主要取决于从被动记忆中成功检索信息。因此，在我们的具体目标1中，我们研究了导致成功提取的条件，包括不同类型的语言cus（语音，形态，句法，语义，语用）的组合方式，以及导致失败提取的条件-即记忆干扰的存在。我们的具体目标2结合了记忆研究的长期结论，表明对干扰的敏感性将取决于待检索表征的质量， 阅读障碍，认为个体在其词表征的平均质量上会有所不同，这取决于他们的阅读经验和处理不同类型语言信息的能力。最后，我们的具体目标3研究了对提取干扰敏感性的神经学基础，主要关注连接的神经网络 熟练的文字阅读到更高水平的处理，以及负责调解每个水平的干扰的区域，特别是左额下回的贡献。我们包括大学和非大学社区为基础的个人（16-24岁），提供一个更具代表性的样本比以前的研究阅读能力，从而增加我们的潜在发现的影响。此外，我们招募了一个样本的开始读者（7-9岁）的初步调查的发展检索和干扰的敏感性。我们希望这个项目能对阅读理解中个体差异的来源有一个新的认识，并能更深入地理解这些差异是如何在儿童期发展并持续到成年期的。

DESCRIPTION (provided by applicant): Poor reading ability has profound cognitive, emotional, and behavioral consequences for the developing child, and-if unremediated-eventually has economic consequences for the adult. Indeed, the 2003 report on Adult Literacy and Life Skills (Statistics Canada and OECD, 2005) estimates that 51percent of US adults aged 16-25 can read only simple texts and make only low-level inferences, a level termed "below-basic," which is insufficient for attaining advanced educational and occupational goals. These statistics point to the need for understanding factors contributing to poor reading ability beyond the single-word level in the adult population. This application brings together findings from three largely independent research communities (memory, adult sentence and discourse processing, and reading disability) and creates a novel approach towards understanding poor comprehension. Whereas, the bulk of linguistically-based research into sentence and text-level comprehension has emphasized a limited set of general cognitive capacities (especially working memory capacity) as the source of comprehension difficulty, and focused primarily on the college-level population, this project is built around an architectural framework that emphasizes memory retrieval as the mechanism connecting word- reading skills and higher-level integrative skills. Building on memory research pointing to a severely limited active memory capacity, even for skilled readers, we assume that comprehension is primarily determined by the successful retrieval of information from passive memory. Thus, in our Specific Aim 1 we investigate the conditions leading to successful retrieval, including the way that different types of linguistic cus (phonological, morphological, syntactic, semantic, pragmatic) are combined, and the conditions leading to failed retrieval- namely the presence of memory interference. Our Specific Aim 2 combines long standing conclusions from memory research, suggesting that sensitivity to interference will be determined by the quality of to-be-retrieved representations, with research in reading disability, arguing that individuals will vary in the average quality of their word representations, which are determined by their reading experience and facility for processing different types of linguistic information. Finally, our Specific Aim 3 investigates the neurologica bases of sensitivity to retrieval interference, with primary focus on the neural networks that link skilled word reading to higher level processing, and the contribution of regions responsible for mediating interference at each level, especially left inferior frontal gyrus. We include both college and non-college community-based individuals (age 16-24), to provide a more representative sample of reading ability than in previous studies and thus increase the impact of our potential findings. In addition, we recruit a sample of beginning readers (age 7-9) for an initial investigation of the development of retrieval and sensitivity to interference. We expect tht this project will result in a new conception of sources of individual variability in reading comprehension, and a deeper understanding of how these develop in childhood and persist into adulthood.