Working memory and updating processes in reading comprehension

In this study, we examine the relation between reading comprehension abilit y and success in working memory updating tasks. Groups of poor and good com prehenders, matched for logical reasoning ability, but different in reading comprehension ability, were administered various updating tasks in a serie s of experiments. In the first experiment, the participants were presented with lists of words, the length of which (4-10 words) was unknown beforehan d, and were required to remember the last 4 words in each series. In this t ask, we found a decrease in performance that was related to longer series a nd poor reading ability. In the second experiment, we presented lists of no uns referring to items of different sizes, in a task that simulated the sel ection and updating of relevant information that occurs in the on-line comp rehension process. The participants were required to remember a limited, pr edefined number of the smallest items presented. We found that poor compreh enders not only had a poorer memory, but also made a greater number of intr usion errors. In the third and fourth experiments, memory load (number of i tems to be selected) and suppression request (number of potentially relevan t items) were manipulated within subjects. Increases in both memory load an d suppression requests impaired performance. Furthermore, we found that poo r comprehenders produced a greater number of intrusion errors, particularly when the suppression request was increased. Finally, in a fifth experiment , a request to specify the size of presented items was introduced. Poor com prehenders were able to select the appropriate items, although their recall was poorer. Altogether, the data show that working memory abilities, based on selecting and updating relevant information and avoiding intrusion erro rs, are related to reading comprehension.