READING PERSPECTIVES AND MEMORY FOR TEXT - AN INDIVIDUAL-DIFFERENCES ANALYSIS

Two experiments were conducted to study differences in the construction of mental representations of text as a function of working memory capacity. In the first experiment, Ss attempted to recall previously unrecalled information following a shift in perspective. High-span Ss showed the ability to recall information independent of encoding perspective. Low- and medium-span Ss were unable to recall new information after a perspective switch. The second experiment used a longer passage and reading goal was manipulated. Both immediate-recall and close completion data revealed that low-span Ss were more perspective-bound than high-span Ss. The data suggest that Ss who are low in working memory span (WMS) compensate for their deficit by making greater use of a perspective to guide comprehension.