Discourse Processes最新文献_第6页

Introduction to special issue 特刊简介

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-28 DOI: 10.1080/0163853x.2023.2200506

D. Greenberg, Jason L. G. Braasch, Elizabeth L. Tighe

引用次数: 0

Social justice reasoning when students learn about social issues using multiple texts 当学生使用多个文本学习社会问题时，进行社会正义推理

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-17 DOI: 10.1080/0163853X.2023.2197692

Alexandra List

{"title":"Social justice reasoning when students learn about social issues using multiple texts","authors":"Alexandra List","doi":"10.1080/0163853X.2023.2197692","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2197692","url":null,"abstract":"ABSTRACT In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which these are reflective of social justice reasoning, or students’ critical reasoning about social issues in ways that recognize and analyze inequities in society. Three studies are introduced to provide empirical examples of how cognitive processes, identified in the MD-TRACE, may function within the context of students’ reasoning about mass media. The processes examined include selection (Study 1), processing (Study 2), and integration (Study 3). Study 1 examines the types of perspectives that students propose seeking out in association with various social issues and the extent to which these perspectives may belong to marginalized groups (i.e., selection). Study 2 examines students’ critical reasoning about or abilities to critique two deliberately constructed texts during processing. Study 3 investigates students’ specific abilities to identify and critique narrative frames, or common reporting tropes, introduced across texts (i.e., integration). Together, these three studies serve as exemplars of students’ engagement in reasoning about mass media and social justice reasoning. They suggest that social justice reasoning involves, in part, students’ engagement in perspective taking, their application of prior knowledge to contextualize information in texts, and their recognition of common narrative frames across texts and the values that these uphold. Additional social justice reasoning strategies are suggested and directions for future research proposed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"244 - 272"},"PeriodicalIF":2.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41437988","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

Engagement with narrative characters: the role of social-cognitive abilities and linguistic viewpoint 与叙事人物的接触:社会认知能力和语言观点的作用

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-17 DOI: 10.1080/0163853X.2023.2206773

L. S. Eekhof, Kobie van Krieken, J. Sanders, Roel M. Willems

{"title":"Engagement with narrative characters: the role of social-cognitive abilities and linguistic viewpoint","authors":"L. S. Eekhof, Kobie van Krieken, J. Sanders, Roel M. Willems","doi":"10.1080/0163853X.2023.2206773","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2206773","url":null,"abstract":"ABSTRACT This article explores the role of text and reader characteristics in character engagement experiences. In an online study, participants completed several self-report and behavioral measures of social-cognitive abilities and read two literary narratives in which the presence of linguistic viewpoint markers was varied using a highly controlled manipulation strategy. Afterward, participants reported on their character engagement experiences. A principal component analysis on participants’ responses revealed the multidimensional nature of character engagement, which included both self- and other-oriented emotional responses (e.g., empathy, personal distress) as well as more cognitive responses (e.g., identification, perspective taking). Furthermore, character engagement was found to rely on a wide range of social-cognitive abilities but not on the presence of viewpoint markers. Finally, and most importantly, we did not find convincing evidence for an interplay between social-cognitive abilities and the presence of viewpoint markers. These findings suggest that readers rely on their social-cognitive abilities to engage with the inner worlds of fictional others, more so than on the lexical cues of those inner worlds provided by the text.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"411 - 439"},"PeriodicalIF":2.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197645","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

Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy 学习者特征在成人识字智能辅导中的重要性

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-17 DOI: 10.1080/0163853X.2023.2203543

J. Hollander, J. Sabatini, A. Graesser, D. Greenberg, T. O’Reilly, Jan C. Frijters

{"title":"Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy","authors":"J. Hollander, J. Sabatini, A. Graesser, D. Greenberg, T. O’Reilly, Jan C. Frijters","doi":"10.1080/0163853X.2023.2203543","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2203543","url":null,"abstract":"ABSTRACT Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult comprehension-focused intelligent tutoring system. By characterizing learners during instruction, we examined differential gains in foundational reading skills. Most learners made gains in reading skills above the word recognition and decoding level; readers who were classified as “conscientious” (who performed slowly but accurately) tended to make the most substantial gains. We conclude that this hybrid instructional program may be an effective educational environment for adult literacy and describe how characterizing learners via integrating assessments into adaptive instructional practice may improve efficiency and effectiveness.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"397 - 409"},"PeriodicalIF":2.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44152596","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 capacity as a predictor of multiple text comprehension 工作记忆能力作为多语篇理解的预测因子

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-08 DOI: 10.1080/0163853X.2023.2197690

Lena Hildenbrand, J. Wiley

引用次数: 0

The role of processing foregrounding in empathic reactions in literary reading 加工前景在文学阅读共情反应中的作用

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-05-01 DOI: 10.1080/0163853X.2023.2198813

Giulia Scapin, Cristina Loi, F. Hakemulder, K. Bálint, E. Konijn

引用次数: 0

Gendered Representations of Person Referents Activated by the Nonbinary Gender Star in German: A Word-Picture Matching Task 德语非二元性别星形激活的人指涉物的性别表征:一个词-图匹配任务

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-04-19 DOI: 10.1080/0163853X.2023.2199531

Lisa Zacharski, Evelyn C. Ferstl

引用次数: 0

Role of advanced theory of mind in teenagers’ evaluation of source information 高级心理理论在青少年源信息评价中的作用

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-04-19 DOI: 10.1080/0163853X.2023.2197691

Yann Dyoniziak, Anna Potocki, J. Rouet

{"title":"Role of advanced theory of mind in teenagers’ evaluation of source information","authors":"Yann Dyoniziak, Anna Potocki, J. Rouet","doi":"10.1080/0163853X.2023.2197691","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2197691","url":null,"abstract":"ABSTRACT With the development of the Internet as a main source of information, teenagers are increasingly faced with multiple documents which may contain contradictory statements, and whose reliability must be assessed. One way to assess information reliability is to evaluate the source of the information (e.g., author expertise, intention). However, teenagers rarely engage in such a sourcing process. The present study aims to explore the role of a potential explanatory factor of teenagers’ sourcing abilities: Advanced Theory of Mind (AToM). We hypothesized that AToM would be significantly related to teenagers’ evaluation skills when reading multiple documents, and in particular to their attribution of sources’ intentions and benevolence. We also hypothesized that this contribution will occur over and above teenagers’ word reading and textual inferencing skills. Seventy-two students in Grade 8 read a set of online documents about a fictitious socio-scientific controversy and answered comprehension and evaluation questions. AToM was a significant predictor of comprehension and evaluation performance. The role of AToM was especially important for the source’s evaluation and intentions questions. This study thus contributes to a better understanding of the possible factors of teenagers’ developing sourcing skills.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"363 - 377"},"PeriodicalIF":2.2,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196183","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

Processes and products of readers’ journeys to narrative worlds 读者进入叙事世界的过程和产物

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-03-23 DOI: 10.1080/0163853X.2023.2177457

Richard J. Gerrig

引用次数: 0

Testing the independent effects of refutations and summaries on understanding 检验反驳和总结对理解的独立影响

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-03-23 DOI: 10.1080/0163853X.2023.2190278

Lena Hildenbrand, Lamorej Roberts, J. Wiley

引用次数: 0