Understanding the centrality deficit: insight from foreign language learners.
This study replicated and extended a phenomenon in the text memory literature referred to as the centrality deficit Miller & Keenan (Annals of Dyslexia 59:99-113, 2009). It examined how reading in a foreign language (L2) affects one's text representation and ability to recall the most important information. Readers recalled a greater proportion of central than of peripheral ideas, regardless of whether reading in their native language (L1) or a foreign language (L2). Nonetheless, the greatest deficit in participants' L2 recalls, as compared with L1 recalls, was on the central, rather than the peripheral, information. This centrality deficit appears to stem from resources being diverted from comprehension when readers have to devote more cognitive resources to lower level processes (e.g., L2 word identification and syntactic processing), because the deficit was most evident among readers who had lower L2 proficiency. Prior knowledge (PK) of the passage topic helped compensate for the centrality deficit. Readers with less L2 proficiency who did not have PK of the topic displayed a centrality deficit, relative to their L1 recall, but this deficit dissipated when they did possess PK.
Department of Psychology, University of Denver, 2155 S. Race St., Denver, CO 80208, USA. miller23@gmail.com
Amanda C
AC
Miller
Janice M
JM
Keenan
D001245:Association Learning; D001288:Attention; D032882:Comprehension; D003210:Concept Formation; D006801:Humans; D007206:Individuality; D008570:Memory, Short-Term; D019303:Multilingualism; D011932:Reading; D012660:Semantics; D014825:Vocabulary
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