Discourse Processes最新文献_第10页

Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study 将手势对单词学习的影响扩展到阅读:一项自定节奏阅读研究

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-09-14 DOI: 10.1080/0163853X.2022.2132080

Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett

{"title":"Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study","authors":"Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett","doi":"10.1080/0163853X.2022.2132080","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132080","url":null,"abstract":"ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders 阅读理解中的工作记忆、词汇广度和深度——对三年级学生的研究

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-09-12 DOI: 10.1080/0163853X.2022.2116263

Caterina Artuso, P. Palladino

引用次数: 0

Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue 给定对面对面对话中手势和言语持续时间的新影响

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-09-05 DOI: 10.1080/0163853X.2022.2107859

J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons

引用次数: 2

Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics 穿越谁、在哪里、何时：漫画情境变化的跨文化分析

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-08-05 DOI: 10.1080/0163853X.2022.2106402

Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn

{"title":"Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics","authors":"Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn","doi":"10.1080/0163853X.2022.2106402","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2106402","url":null,"abstract":"ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation 小心：假的！警告标签如何影响普通人对简化科学错误信息的评价

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-07-11 DOI: 10.1080/0163853X.2022.2096364

Lisa Scharrer, Vanessa Pape, Marc Stadtler

引用次数: 2

Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study 信息状态预测语篇手势发生率的实验研究

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-07-04 DOI: 10.1080/0163853X.2022.2085476

Sandra Debreslioska, M. Gullberg

引用次数: 0

Seeing Through the Character’s Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading 透过人物的眼睛看:检视阅读过程中换位思考的现象学经验

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-07-03 DOI: 10.1080/0163853X.2022.2088031

Püren Öncel, S. Creer, L. Allen

{"title":"Seeing Through the Character’s Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading","authors":"Püren Öncel, S. Creer, L. Allen","doi":"10.1080/0163853X.2022.2088031","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2088031","url":null,"abstract":"ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts while reading and then completed a transportation assessment. Study 1 (n = 147) manipulated perspective-taking via explicit instructions, whereas Study 2 (n = 200) varied point of view within the text. Additionally, Study 2 examined whether reports varied across descriptive and dialogue text segments. Results suggested that visual and verbal reports were consistently negatively correlated. Further, transportation was positively associated with visual reports and negatively associated with verbal reports. We found no differences in thought reports for dialogue and descriptive text segments or across the perspective-taking manipulations. These findings suggest that phenomenological reading experiences are stable across a variety of reading situations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign 是会传染的!在现实世界的公共卫生教育运动中检验游戏化反驳文本、情感和知识保留

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-07-03 DOI: 10.1080/0163853X.2022.2085477

G. Trevors, Farhaan Ladhani

{"title":"It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign","authors":"G. Trevors, Farhaan Ladhani","doi":"10.1080/0163853X.2022.2085477","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085477","url":null,"abstract":"ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional responses. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a nongame interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification was associated with a greater number of happiness and anxiety responses and fewer responses of anger and skepticism in reaction to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, happiness and anxiety were positively associated with and anger and skepticism were negatively associated with retention of refutation information and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity 阅读语境、目标和决策：作为情境活动的文本理解

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-06-29 DOI: 10.1080/0163853X.2022.2068345

M. Britt, Amanda M. Durik, J. Rouet

引用次数: 6

“He May Certainly Have Forgotten”: Processing of Nested Epistemic Expressions “他肯定已经忘记了”：嵌套认知表达的处理

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-06-06 DOI: 10.1080/0163853X.2022.2077064

Zhuang Qiu, F. Ferreira

引用次数: 0