This research examines the effects of working memory capacity and reading ability on learning from texts. Learning can be defined as the retrieval of knowledge from long-term memory so that it is...Show moreThis research examines the effects of working memory capacity and reading ability on learning from texts. Learning can be defined as the retrieval of knowledge from long-term memory so that it is active in working memory and can be applied in new situations. The research group contained 50 students: eleven men and 39 women, from Leiden University. During the research, three tests were conducted: a reading task on the laptop, a working memory task and a task for reading ability. The reading task on the laptop contained 32 texts presented in four different conditions. During the task, reading and reaction times were measured. The results showed that phrases that were in accordance with the rest of the text were read faster than sentences that were inconsistent with the rest of the text (t(49) = -3.10, p = .003), although an explanation for the inconsistency was read in an earlier text. The students responded equally quickly on the probes in all four conditions (F(2.57, 125.93) = 1.99, p = .129). Finally, differences in working memory capacity does not influence the reading times (lower capacity t(9) = -1.15, p = .280; higher capacity t(10) = -1.69, p = .122) and does not influence the reaction times (F(3, 57) = .74, p = .531). And neither does reading ability influence the reading times (lower ability t(13) = -1.58, p = .139; higher ability t(12) = -1.77, p = .102) and the reaction times (F(2.21, 55.19 = 1.38, p = .261). Previously read information seems not to be stored in long-term memory and retrieved as knowledge when reading new texts. Memory and reading ability seem not to affect learning from texts.Show less
