Abstract
The effect of using underlining cues in prose materials was evauated in a study of 24 elderly volunteers with either low or high Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest scores. All participants read two passages and answered questions when the passages were available for review (comprehension) and after they had been removed from view (memory). The high vocabulary group had better performance than the low group in both the comprehension and memory tasks. Use of passages had a significant effect only for the low vocabulary group, while underlining cues aided performance of only the high vocabulary group. Thus, underlining cues were not successful in reducing vocabulary‐related differences in performance. Topic and/or readability of passages may be important determiners of performance of elderly individuals with low vocabulary/low education levels
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