This study examines whether cultural familiarity has an influence on reading comprehension and whether using a set of reading activities compensate for the absence of cultural familiarity.
In 2011, Annette Taylor, a psychologist at the University of San Diego, similarly found that students performed equally well on a twenty-question multiple-choice comprehension test whether they had read a chapter on-screen or on paper.
Accounts of comprehension failure, whether in the case of readers with poor skill or when syntactic complexity is high, have overwhelmingly implicated working memory capacity as the key causal factor.
Ten respondents completed the survey with personal assistance to test whether there were comprehension problems and whether the icons used in the SP part of the survey (see Fig. 2) could be understood.
We used event-related brain potentials to determine whether comprehension of "visual narrative conjunctions" invokes not only incremental mental updating as traditionally assumed, but also, as we propose, "grammatical" combinatoric processing.
In the present study, we ascertained whether comprehension about basic evolutionary concepts is related to the majoring field of freshman students and evaluated the level of misconceptions incorporated by such students.
This further indicates that systematic tendencies observed in production data, e.g., the variation of the second syllable duration vis-à-vis the first syllable quantity [39] and the related tonal differences [35], affect speakers' speech comprehension irrespective of whether they are aware of these phenomena or not.
The test simultaneously screens for difficulties with vision, movement, and comprehension and ascertains whether the subject can follow simple instructions.
Three experiments explored whether conceptual mappings in conventional metaphors are productive, by testing whether the comprehension of novel metaphors was facilitated by first reading conceptually related conventional metaphors.
For each test item, the experts (a) decided whether the item assessed pragmatic comprehension ability and if yes, whether the intended option was the only correct answer; (b) reviewed whether the multiple-choice options conformed to the development guidelines described above; and (c) categorized the items into one of the three implicature types (i.e., Lin, Dis, and Non).
