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Papers by Keith Stanovich
Journal of Direct Instruction, Jan 1, 2001
Journal of Experimental Child Psychology, 2002
Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the... more Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed with three converging tasks: homophonic choice, spelling, and target naming. Each of the tasks indicated that orthographic learning had taken place because processing of target homophones
Issues in Education, 1995
Advances in Child Development and Behavior, Feb 1, 1993
The studies reported here represent the first steps in the development of a new research paradigm... more The studies reported here represent the first steps in the development of a new research paradigm for studying the unique cognitive correlates of literacy. Reading experience exhibits enough isolable variance within a generally literate society to be reliably linked with cognitive differences. Research on such links is therefore facilitated because the consequences of engaging in literacy activities can be studied without necessarily obtaining totally illiterate samples or setting up cross-cultural comparisons. Issues that are at least analogous issues to those raised in cross-cultural research can be studied within literate societies with a paradigm such as this, and therefore the speed with which we can answer questions about the cognitive consequences of literacy may be greatly increased because more studies can be carried out, larger samples can be studied, and the range of the cognitive domains tapped can be widened. Research in this area appears to have been stifled because of the widespread acceptance of the most extreme interpretations of the outcome of Scribner and Cole's (1981) investigation--interpretations that have slowly diffused throughout the literature without being accompanied by any new data. These conclusions are fueled by a powerful social critique that advances the argument that the positive cultural and economic effects of literacy have been overstated--indeed, that literacy is, if anything, a repressive force (Auerbach, 1992; Street, 1984, 1988; Stuckey, 1991). Educational theorists such as Frank Smith accused the educational establishment of "overselling" literacy and have argued that "Literacy doesn't generate finer feelings or higher values. It doesn't even make anyone smarter" (1989, p. 354). The data reported herein appear to indicate that these theorists could well be wrong in this conclusion. If "smarter" means having a larger vocabulary and more world knowledge in addition to the abstract reasoning skills encompassed within the concept of intelligence, as it does in most laymen's definitions of intelligence (Stanovich, 1989; Sternberg, 1990), then reading may well make people smarter. Certainly our data demonstrate time and again that print exposure is associated with vocabulary, general knowledge, and verbal skills even after controlling for abstract reasoning abilities (as measured by such indicators as the Raven).(ABSTRACT TRUNCATED AT 400 WORDS)
Http Dx Doi Org 10 1080 13546783 2013 844729, Feb 21, 2014
ABSTRACT The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency... more ABSTRACT The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency to override a prepotent response alternative that is incorrect and to engage in further reflection that leads to the correct response. It is a prime measure of the miserly information processing posited by most dual process theories. The original three-item test may be becoming known to potential participants, however. We examined a four-item version that could serve as a substitute for the original. Our data show that it displays a .58 correlation with the original version and that it has very similar relationships with cognitive ability, various thinking dispositions, and with several other rational thinking tasks. Combining the two versions into a seven-item test resulted in a measure of miserly processing with substantial reliability (.72). The seven-item version was a strong independent predictor of performance on rational thinking tasks after the variance accounted for by cognitive ability and thinking dispositions had been partialled out.
Bulletin of the Psychonomic Society, 1976
ABSTRACT Rational thinking involves adopting appropriate goals, taking the appropriate action giv... more ABSTRACT Rational thinking involves adopting appropriate goals, taking the appropriate action given one's goals and beliefs, and holding beliefs that are commensurate with available evidence. Traditional tests of intelligence are not good proxies for rational thinking skills because rational thought and intelligence are conceptually and empirically separable. Thus, the developmental trajectories of the former must be studied in their own right. Research has shown unequivocally that children do show the biases that have been displayed in the adult literature, but the developmental trends have been quite varied. Across the age ranges studied, there appear to be developmental increases in the avoidance of belief bias, analytic responding in the selection task, probabilistic reasoning, and reliance on statistical information in the face of conflicting personal testimonials. All of these trends are in the direction of increasingly rational thought, at least according to the most commonly employed normative standards. These findings contrast, however, with findings from developmental studies of my side bias and framing effects. Neither of these biases was attenuated by development. The lack of developmental decreases in these two biases is interestingly convergent with findings that neither bias displays much of a correlation with intelligence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(chapter)
Educational Researcher, 1994
Journal of Experimental Child Psychology, Sep 1, 2002
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Behavioral and Brain Sciences, Oct 1, 2000
... Requests for reprints should be sent to Keith E. Stanovich, Department of Psychology, Oakland... more ... Requests for reprints should be sent to Keith E. Stanovich, Department of Psychology, Oakland University, Rochester, MI 48063. ... abilities [eg, the wellknown correlation between cloze performance and reading ability (Bickley, Ellington, Bickley, 1970; Ruddell, 1965)] should not ...
Http Dx Doi Org 10 1080 0266736970130101, Oct 19, 2007
ABSTRACT
Theory into Practice, 1991
Page 1. Ruth G. Nathan Keith E. Stanovich The Causes and Consequences of Differences in Reading F... more Page 1. Ruth G. Nathan Keith E. Stanovich The Causes and Consequences of Differences in Reading Fluency The concept of reading fluency plays an impor-tant role in current cognitive theories of the read-ing process. It is critically intertwined with read-ing comprehension. ...
Journal of Educational Psychology, Feb 28, 1997
... Is Rational? Studies of Individual Differences in Reasoning (Erlbaum). Page 9. Foreword W hen... more ... Is Rational? Studies of Individual Differences in Reasoning (Erlbaum). Page 9. Foreword W hen Keith Stanovich asked me to write the foreword to his new book, I felt honored, as I have long admired his work. He described the ...
Journal of Direct Instruction, Jan 1, 2001
Journal of Experimental Child Psychology, 2002
Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the... more Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed with three converging tasks: homophonic choice, spelling, and target naming. Each of the tasks indicated that orthographic learning had taken place because processing of target homophones
Issues in Education, 1995
Advances in Child Development and Behavior, Feb 1, 1993
The studies reported here represent the first steps in the development of a new research paradigm... more The studies reported here represent the first steps in the development of a new research paradigm for studying the unique cognitive correlates of literacy. Reading experience exhibits enough isolable variance within a generally literate society to be reliably linked with cognitive differences. Research on such links is therefore facilitated because the consequences of engaging in literacy activities can be studied without necessarily obtaining totally illiterate samples or setting up cross-cultural comparisons. Issues that are at least analogous issues to those raised in cross-cultural research can be studied within literate societies with a paradigm such as this, and therefore the speed with which we can answer questions about the cognitive consequences of literacy may be greatly increased because more studies can be carried out, larger samples can be studied, and the range of the cognitive domains tapped can be widened. Research in this area appears to have been stifled because of the widespread acceptance of the most extreme interpretations of the outcome of Scribner and Cole's (1981) investigation--interpretations that have slowly diffused throughout the literature without being accompanied by any new data. These conclusions are fueled by a powerful social critique that advances the argument that the positive cultural and economic effects of literacy have been overstated--indeed, that literacy is, if anything, a repressive force (Auerbach, 1992; Street, 1984, 1988; Stuckey, 1991). Educational theorists such as Frank Smith accused the educational establishment of "overselling" literacy and have argued that "Literacy doesn't generate finer feelings or higher values. It doesn't even make anyone smarter" (1989, p. 354). The data reported herein appear to indicate that these theorists could well be wrong in this conclusion. If "smarter" means having a larger vocabulary and more world knowledge in addition to the abstract reasoning skills encompassed within the concept of intelligence, as it does in most laymen's definitions of intelligence (Stanovich, 1989; Sternberg, 1990), then reading may well make people smarter. Certainly our data demonstrate time and again that print exposure is associated with vocabulary, general knowledge, and verbal skills even after controlling for abstract reasoning abilities (as measured by such indicators as the Raven).(ABSTRACT TRUNCATED AT 400 WORDS)
Http Dx Doi Org 10 1080 13546783 2013 844729, Feb 21, 2014
ABSTRACT The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency... more ABSTRACT The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency to override a prepotent response alternative that is incorrect and to engage in further reflection that leads to the correct response. It is a prime measure of the miserly information processing posited by most dual process theories. The original three-item test may be becoming known to potential participants, however. We examined a four-item version that could serve as a substitute for the original. Our data show that it displays a .58 correlation with the original version and that it has very similar relationships with cognitive ability, various thinking dispositions, and with several other rational thinking tasks. Combining the two versions into a seven-item test resulted in a measure of miserly processing with substantial reliability (.72). The seven-item version was a strong independent predictor of performance on rational thinking tasks after the variance accounted for by cognitive ability and thinking dispositions had been partialled out.
Bulletin of the Psychonomic Society, 1976
ABSTRACT Rational thinking involves adopting appropriate goals, taking the appropriate action giv... more ABSTRACT Rational thinking involves adopting appropriate goals, taking the appropriate action given one's goals and beliefs, and holding beliefs that are commensurate with available evidence. Traditional tests of intelligence are not good proxies for rational thinking skills because rational thought and intelligence are conceptually and empirically separable. Thus, the developmental trajectories of the former must be studied in their own right. Research has shown unequivocally that children do show the biases that have been displayed in the adult literature, but the developmental trends have been quite varied. Across the age ranges studied, there appear to be developmental increases in the avoidance of belief bias, analytic responding in the selection task, probabilistic reasoning, and reliance on statistical information in the face of conflicting personal testimonials. All of these trends are in the direction of increasingly rational thought, at least according to the most commonly employed normative standards. These findings contrast, however, with findings from developmental studies of my side bias and framing effects. Neither of these biases was attenuated by development. The lack of developmental decreases in these two biases is interestingly convergent with findings that neither bias displays much of a correlation with intelligence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(chapter)
Educational Researcher, 1994
Journal of Experimental Child Psychology, Sep 1, 2002
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Behavioral and Brain Sciences, Oct 1, 2000
... Requests for reprints should be sent to Keith E. Stanovich, Department of Psychology, Oakland... more ... Requests for reprints should be sent to Keith E. Stanovich, Department of Psychology, Oakland University, Rochester, MI 48063. ... abilities [eg, the wellknown correlation between cloze performance and reading ability (Bickley, Ellington, Bickley, 1970; Ruddell, 1965)] should not ...
Http Dx Doi Org 10 1080 0266736970130101, Oct 19, 2007
ABSTRACT
Theory into Practice, 1991
Page 1. Ruth G. Nathan Keith E. Stanovich The Causes and Consequences of Differences in Reading F... more Page 1. Ruth G. Nathan Keith E. Stanovich The Causes and Consequences of Differences in Reading Fluency The concept of reading fluency plays an impor-tant role in current cognitive theories of the read-ing process. It is critically intertwined with read-ing comprehension. ...
Journal of Educational Psychology, Feb 28, 1997
... Is Rational? Studies of Individual Differences in Reasoning (Erlbaum). Page 9. Foreword W hen... more ... Is Rational? Studies of Individual Differences in Reasoning (Erlbaum). Page 9. Foreword W hen Keith Stanovich asked me to write the foreword to his new book, I felt honored, as I have long admired his work. He described the ...