Reader goals and working memory capacity: unearthing generalization inferences

Abstract

The ability to draw generalized inferences is an important component of how readers conceptualize a text. Additionally, variables such as instructional reading goal (i.e., study vs. entertainment) and working memory capacity (WMC) may change how readers are able to comprehend a text. The purpose of this study was to examine the effects of how the reading goal and WMC change a reader’s ability to draw generalization inferences, after adjusting for reading time, through both summary statements and multiple-choice questions. Results showed that the high-WMC group drew more generalization inferences than the low-WMC group, regardless of the reading goal, when inferences were measured by multiple choice questions. However, WMC was not related to participants’ generalization inference summary statements. Further, reading goal did not affect either high WMC or low WMC participants’ inference construction. Additionally, there was a significant relationship between reading time and the multiple-choice data which indicated that the faster participants read, the more accurately they chose the correct generalization inference.