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Some students are more equal: Performance in Author Recognition Test and Title Recognition Test modulated by print exposure and academic background

  • Reading is a key skill for university students. The Author Recognition Test (ART) and the Title Recognition Test (TRT) have both been used for decades to measure print exposure which correlates with reading and other linguistic skills. Given the available evidence for interindividual differences in reading skills, this study addresses three open issues. First, to what extent do ART and TRT scores correlate with individual differences regarding students’ study programs? Second, how do these results correlate with the self-reported time spent reading different types of text genres (e.g., fiction, nonfiction) per week? And third, this study compares ART and TRT to one another. We tested students from six study programs in the humanities and (medical) sciences which vary in the amount and kind of reading material required for study success. We found that students perform significantly differently in the ART and the TRT depending on their field of study. Students in a study program focusing on fiction and literature perform best overall. We also replicated the well-known effect of age on ART and TRT scores: older students have better scores. We did not find reliable effects of reading time on test performance, whereas individual creative writing habits did positively predict ART/TRT test results. These results raise a number of important questions regarding the ART/TRT in general and regarding interindividual differences in personal reading and writing habits and the change in reading habits in times of media convergence.

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Metadaten
Author:Marion Hug, Julian JaroschORCiD, Christiane Eichenauer, Selina Pennella, Franziska KretzschmarORCiDGND, Pascal NicklasORCiDGND
URN:urn:nbn:de:bsz:mh39-128607
DOI:https://doi.org/10.3758/s13428-023-02330-y
ISSN:1554-3528
Parent Title (English):Behavior Research Methods
Publisher:Springer Nature
Place of publication:Berlin
Document Type:Article
Language:English
Year of first Publication:2024
Date of Publication (online):2024/10/11
Publishing Institution:Leibniz-Institut für Deutsche Sprache (IDS)
Publicationstate:Veröffentlichungsversion
Reviewstate:Peer-Review
Tag:Bildungshintergrund
Author recognition test; Individual differences; Print exposure; Reading; Title recognition test
GND Keyword:Lesefähigkeit; Lesen
Volume:56
Issue:6
First Page:6004
Last Page:6019
DDC classes:100 Philosophie und Psychologie / 150 Psychologie
Open Access?:ja
Linguistics-Classification:Psycholinguistik / Kognitive Linguistik
Program areas:Grammatik
Licence (English):License LogoCreative Commons - Attribution 4.0 International