Cohesion in the narratives of good and poor readers.

Reading requires the ability to process language in a manner that is decontextualized from any ongoing event. One hundred and fifty high and low achieving kindergarten and first-grade children were evaluated for differences in the use of decontextualized language. Subjects were required to retell a story to a listener. The cohesion present in the stories was evaluated for (a) propositional completeness and relevance (unity) and (b) clarity (coherence). Results indicated that low achievers in reading, irrespective of grade level, exhibit less cohesion in their use of decontextualized language.

Age, word imagery, and delay interval: effects on short-term and long-term retention.

Effects of word imagery and delay interval (0 or 20 sec.) on short-term and long-term retention were explored in subjects 18-27, 65-79, and 80-94 years old. Four high or low imagery words presented visually were recalled after either 0 or 20 sec. delay. Free recall and recognition for all words were also tested after 24 hours. Age group, imagery, and delay were all significant effects on immediate recall, while age group and imagery level affected 24-hour recall and recognition. The proportion of those words recalled in immediate memory which were also recalled by the same subject after 24 hours varied strongly as a function of age. This finding was discussed in relation to age group differences in susceptibility to interference.