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Nevertheless, the idea of a "magical number 7" inspired much theorizing, rigorous and less rigorous, about the capacity limits of human cognition. The number seven constitutes a useful heuristic, reminding us that lists that are much longer than that become significantly harder to remember and process simultaneously.
Reading comprehension is a part of literacy. Some of the fundamental skills required in efficient reading comprehension are the ability to: [7] [8] [9] know the meaning of words, understand the meaning of a word from a discourse context, follow the organization of a passage and to identify antecedents and references in it,
George A. Miller suggested that the capacity of the short-term memory storage is about seven items plus or minus two, also known as the magic number 7, [2] but this number has been shown to be subject to numerous variability, including the size, similarity, and other properties of the chunks. [3]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
7 is the only number D for which the equation 2 n − D = x 2 has more than two solutions for n and x natural. In particular, the equation 2 n − 7 = x 2 is known as the Ramanujan–Nagell equation. 7 is one of seven numbers in the positive definite quadratic integer matrix representative of all odd numbers: {1, 3, 5, 7, 11, 15, 33}. [19] [20]
A modality effect is present in chunking. That is, the mechanism used to convey the list of items to the individual affects how much "chunking" occurs. Experimentally, it has been found that auditory presentation results in a larger amount of grouping in the responses of individuals than visual presentation does. Previous literature, such as George Miller's The Magical Number Seven, Plus or ...
Miller was born on February 3, 1920, in Charleston, West Virginia, the son of George E. Miller, a steel company executive [1] and Florence (née Armitage) Miller. [3] Soon after his birth, his parents divorced, and he lived with his mother during the Great Depression, attending public school and graduating from Charleston High School in 1937.
Some of the data he refers to falls far outside this range. I've even recall reading a slightly sarcastic analysis of Miller's paper saying 7+-2 should actually be 9+-4 from the data Miller presents. --Ronz 21:03, 7 February 2007 (UTC) The reason you cannot find this result in his paper is that Miller never meant to stipulate a magical number.
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