Article1993

Where does knowledge come from? Specific associations between print exposure and information acquisition.

290 citations0/0 files storedJournal of Educational Psychology

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Reading and Literacy Development Literacy and Educational Practices Educational Strategies and Epistemologies

Abstract

In a study of 268 college students, measures of exposure to print predicted individual differences in knowledge in a variety of domains even after individual differences on 4 indicators of general ability (high school grade point average, Raven Advanced Progressive Matrices, Nelson-Denny Reading Test-Comprehension subtest, and a mathematics ability test) had been statistically controlled. Although correlational, our results suggest that print exposure is an independent contributor to the acquisition of content knowledge. The data challenge the view that knowledge acquisition is determined only by the efficiency of cognitive components that encode and store information

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1986Beyond IQ: A Triarchic Theory of Human Intelligence 1980Bias in Mental Testing 1982The Domestication of the Savage Mind 1990What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test.2003Orality and Literacy 1984Handbook of Human Intelligence 1989The Interface between the Written and the Oral

Cited by

2011Evidence‐based interventions for reading and language difficulties: Creating a virtuous circle 2001Motivational and Cognitive Contributions to Students' Amount of Reading 2011The Gap Between Spanish Speakers’ Word Reading and Word Knowledge: A Longitudinal Study 2004Reading to Learn: Effects of Combined Strategy Instruction on High School Students 1995Knowledge growth and maintenance across the life span: The role of print exposure.2005Developmental consequences of poor phonological short‐term memory function in childhood: a longitudinal study

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