Answering quasi-randomized reading items without the passages on the SAT-I

Citation
S. Katz et al., Answering quasi-randomized reading items without the passages on the SAT-I, J EDUC PSYC, 93(4), 2001, pp. 772-775
Citations number
14
Language
INGLESE
art.tipo
Article
Categorie Soggetti
Psycology
Journal title
JOURNAL OF EDUCATIONAL PSYCHOLOGY
ISSN journal
0022-0663 → ACNP
Volume
93
Issue
4
Year of publication
2001
Pages
772 - 775
Database
ISI
SICI code
0022-0663(200112)93:4<772:AQRIWT>2.0.ZU;2-#
Abstract
Examinees can correctly answer many Scholastic Assessment Test (SAT) readin g items when the passages accompanying the items are missing. According to one hypothesis, examinees use information from other reading items (cognate s) belonging to the same passage. The purpose of this study was to test tha t hypothesis for the revised SAT (SAT-I) reading task. Cognate information was diminished by dispersing cognates among other reading items from 4 para llel forms of the SAT-I. Examinee performance in this condition was inferio r to performance in a control, where cognate information was readily availa ble. Nonetheless, the correlation between performance and verbal SAT score in the experimental condition remained high and equivalent to the control. Examinees do seem to use cognate information when passages are missing on t he SAT-I reading task, but such information is not among the no-passage fac tors that systematically affect reading performance.