University Presentation Showcase: Undergraduate Division
THE RELATIONSHIP BETWEEN COGNITIVE AND LINGUISTIC ABILITIES IN UNDERGRADUATE STUDENTS
Presenter Hometown
Pike Co., KY
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Sara Incera
Mentor Department
Psychology
Recommended Citation
Hairston-Dotson, Kendall R. Ms and Martin, Ines E. Ms, "THE RELATIONSHIP BETWEEN COGNITIVE AND LINGUISTIC ABILITIES IN UNDERGRADUATE STUDENTS" (2020). University Presentation Showcase Event. 49.
https://encompass.eku.edu/swps/2020/undergraduate/49
Abstract
THE RELATIONSHIP BETWEEN COGNITIVE AND LINGUISTIC ABILITIES IN UNDERGRADUATE STUDENTS
Kendall Hairston, Ines E. Martin, & Sara Incera
Multilingual Laboratory, Department of Psychology, Eastern Kentucky University
The goal of the present investigation is to determine the cognitive processes that influence how undergraduate students read. To date few studies have addressed this question, thus this study brings new insights to an under investigated issue. A sample of undergraduates from Eastern Kentucky University completed a cognitive task and a linguistic task. We used the mouse-tracking paradigm to measure participants' responses. We investigated whether participants with higher cognitive abilities also outperformed their peers in the linguistic task. The results indicate that cognitive and linguistic abilities are related. In conclusion, understanding how cognitive abilities influence reading in undergraduates’ students is essential for students and educators. This study can provide new insights into the cognitive processes students must use to study and analyze information.
Presentation format
Poster
THE RELATIONSHIP BETWEEN COGNITIVE AND LINGUISTIC ABILITIES IN UNDERGRADUATE STUDENTS
THE RELATIONSHIP BETWEEN COGNITIVE AND LINGUISTIC ABILITIES IN UNDERGRADUATE STUDENTS
Kendall Hairston, Ines E. Martin, & Sara Incera
Multilingual Laboratory, Department of Psychology, Eastern Kentucky University
The goal of the present investigation is to determine the cognitive processes that influence how undergraduate students read. To date few studies have addressed this question, thus this study brings new insights to an under investigated issue. A sample of undergraduates from Eastern Kentucky University completed a cognitive task and a linguistic task. We used the mouse-tracking paradigm to measure participants' responses. We investigated whether participants with higher cognitive abilities also outperformed their peers in the linguistic task. The results indicate that cognitive and linguistic abilities are related. In conclusion, understanding how cognitive abilities influence reading in undergraduates’ students is essential for students and educators. This study can provide new insights into the cognitive processes students must use to study and analyze information.
