Discourse Processes最新文献_第7页

Anaphoric reference to mereological entities 语义实体的回指

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-03-16 DOI: 10.1080/0163853X.2023.2197682

DERYA ÇOKAL, R. Filik, P. Sturt, Massimo Poesio

引用次数: 0

Representation of predictive inferences when multiple alternatives are available 当有多个备选方案可用时，预测推断的表示

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-03-16 DOI: 10.1080/0163853X.2023.2196915

Edward A. Cranford, Jarrod Moss

引用次数: 0

Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind 前读者对外显和内隐信息的理解:母亲教育、接受性词汇、执行功能和心理理论的作用

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-03-16 DOI: 10.1080/0163853X.2023.2185406

Raffaele Dicataldo, Ughetta Moscardino, I. Mammarella, Maja Roch

{"title":"Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind","authors":"Raffaele Dicataldo, Ughetta Moscardino, I. Mammarella, Maja Roch","doi":"10.1080/0163853X.2023.2185406","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2185406","url":null,"abstract":"ABSTRACT Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children’s comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive functions (working memory, inhibitory control and cognitive flexibility), and Theory of Mind to the comprehension of explicit and implicit information during a listening comprehension task among 100 Italian native speakers attending first grade (M age = 6.5 years, SD = 3.7). Hierarchical linear regression analyses indicated that maternal education and children’s verbal skills were positively associated with comprehension of explicit information, whereas cognitive flexibility and Theory of Mind provided an independent contribution to the comprehension of implicit information over and above maternal education and verbal skills. Prereaders not only process different types of information during a listening comprehension task and engage in integrative processes to go beyond the information presented in the text but also rely on different linguistic and cognitive skills in the comprehension of both explicit and implicit information.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"163 - 180"},"PeriodicalIF":2.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43887913","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

Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media 看一幅画就像读一个故事吗?跨媒介的跨符号理解过程与审美反应

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-02-07 DOI: 10.1080/0163853X.2023.2172299

Christian C. Steciuch, Keith K. Millis, Ryan D. Kopatich

引用次数: 1

Discourse Processes Adopts the Transparency and Openness Promotion Guidelines 话语过程采用透明和开放促进准则

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-02-07 DOI: 10.1080/0163853x.2023.2185400

Johanna K. Kaakinen, Catherine M. Bohn-Gettler

引用次数: 0

Reading perspectives moderate text-belief consistency effects in eye movements and comprehension 阅读视角在眼动和理解中调节文本信念一致性效应

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-02-06 DOI: 10.1080/0163853X.2023.2172300

Johanna Abendroth, Tobias Richter

{"title":"Reading perspectives moderate text-belief consistency effects in eye movements and comprehension","authors":"Johanna Abendroth, Tobias Richter","doi":"10.1080/0163853X.2023.2172300","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2172300","url":null,"abstract":"ABSTRACT Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers’ prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent perspective in one experimental session and from a belief-inconsistent reading perspective in another. Eye tracking was used to measure immediate and delayed processing and a sentence verification task was used to measure comprehension. Results revealed longer first-pass reading times for belief-inconsistent claims compared to belief-consistent claims, especially in the belief-inconsistent reading perspective. Longer lookbacks on belief-consistent claims were found in the belief-consistent reading perspective but similar lookback times for both types of claims in the belief-inconsistent reading perspective. We further found better comprehension for belief-consistent information in the belief-consistent reading perspective but balanced comprehension levels in the belief-inconsistent reading perspective.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"119 - 140"},"PeriodicalIF":2.2,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379413","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

Sounding others’ sensations in interaction 在互动中倾听他人的感受

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-01-02 DOI: 10.1080/0163853X.2023.2165027

L. Keevallik, E. Hofstetter, A. Weatherall, S. Wiggins

引用次数: 3

The role of relevance determinations in multiple text reading and writing: an investigation of the MD-TRACE 相关性决定在多语篇阅读和写作中的作用——对MD-TRACE的调查

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-01-02 DOI: 10.1080/0163853X.2022.2159741

Hye Yeon Lee, Alexandra List

{"title":"The role of relevance determinations in multiple text reading and writing: an investigation of the MD-TRACE","authors":"Hye Yeon Lee, Alexandra List","doi":"10.1080/0163853X.2022.2159741","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2159741","url":null,"abstract":"ABSTRACT This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students’ assigned task condition). Guided by the Multiple Documents Task-Based Relevance Assessment and Content Extraction (MD-TRACE) model, we identified the key features that students included in their task models, used log data to profile students’ text selection justifications and navigation, and categorized students’ writing as task-relevant or not. As such, we found students’ relevance determinations to play a key role in forming task models prior to text access, selecting and navigating texts during multiple text use, and composing a task product after accessing multiple texts. While we did not find students’ initial task models to be associated with their patterns of text selection justifications or navigation nor with writing performance, we did find differences in writing performance across students belonging to different text selection justification and navigation profiles. Implications for theory and research on learning from multiple texts are discussed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"112 23","pages":"42 - 72"},"PeriodicalIF":2.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41264712","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

Events shape long-term memory for story information. 事件会形成对故事信息的长期记忆。

IF 2.2 2区心理学

Discourse Processes Pub Date : 2023-01-01 Epub Date: 2023-03-27 DOI: 10.1080/0163853x.2023.2185408

Maverick E Smith, Christopher A Kurby, Heather R Bailey

引用次数: 0

In Pursuit of a Good Conversation: How Contribution Balance, Common Ground, and Conversational Closings Influence Conversation Assessment and Conversational Memory 追求良好的会话：贡献平衡、共同点和会话结束如何影响会话评估和会话记忆

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-12-12 DOI: 10.1080/0163853X.2022.2152552

Andrew J. Guydish, J. E. Fox Tree

{"title":"In Pursuit of a Good Conversation: How Contribution Balance, Common Ground, and Conversational Closings Influence Conversation Assessment and Conversational Memory","authors":"Andrew J. Guydish, J. E. Fox Tree","doi":"10.1080/0163853X.2022.2152552","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2152552","url":null,"abstract":"ABSTRACT How do people determine whether a conversation is good or bad? Do conversational phenomena (reaching common ground, striving to contribute equally, successful conversational closings) influence judgments of conversation quality and recall of conversations? We tested whether individuals reading previously transcribed conversations considered psycholinguistic characteristics in their assessments of whether the conversations were good or bad. Additionally, we tested whether these assessments influenced how the conversations were remembered. Well-formed interactions (balanced, grounded, or with well-structured closings) were rated as better than ill-formed counterparts (not balanced, not well grounded, or with poorly structured closings). When recalling the best interaction they saw, participants chose a well-formed conversation about 80% of the time. When recalling the worst interaction they saw, they chose an ill-formed conversation about 90% of the time. Balance information was important to both judgments. Participants recognized well-balanced conversations more accurately and were also faster to recognize well-balanced conversations. In contrast, participants recognized ill-formed grounding better, although it took more time to do so. Well-formed and ill-formed closings were recognized to a similar degree, but improperly structured closings were recognized more quickly. These findings support the hypothesis that common ground, contribution balance, and conversational closings influence both perception of conversational quality and memory for previously transcribed conversations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"18 - 41"},"PeriodicalIF":2.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665032","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