Discourse Processes最新文献_第9页

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":"59 1","pages":"462 - 480"},"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":"59 1","pages":"401 - 416"},"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

Integration in Multiple-Document Comprehension: A Natural Language Processing Approach 多文档理解中的整合：一种自然语言处理方法

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-06-06 DOI: 10.1080/0163853X.2022.2079320

A. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, S. Creer, D. McNamara, L. Allen

引用次数: 0

Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels 用不一致任务测量青少年理解监测:稳定性、与阅读理解技能的关联及年级间差异

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-05-16 DOI: 10.1080/0163853X.2022.2073736

Catharina Tibken, Tobias Richter, W. Wannagat, S. Schmiedeler, Nicole von der Linden, W. Schneider

{"title":"Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels","authors":"Catharina Tibken, Tobias Richter, W. Wannagat, S. Schmiedeler, Nicole von der Linden, W. Schneider","doi":"10.1080/0163853X.2022.2073736","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2073736","url":null,"abstract":"ABSTRACT The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Ma ge = 12.02 years) and 8/9 (M age = 14.07 years) at two measurement points and with expository texts. Performance in the offline and online measures were quite stable over one year with lower stability in the online measure. The two measures were only weakly associated. Only the offline measure was related to reading comprehension skills. Older (vs. younger) students performed better in the offline measure. The effect of grade level on the offline measure was mediated by intelligence and working memory capacity. Thus, the offline measure seems to be a better indicator of individual differences in comprehension monitoring in secondary school.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"439 - 461"},"PeriodicalIF":2.2,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49026347","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

Dynamic Resonance and Explicit Dialogic Engagement in Mandarin First Language Acquisition 汉语第一语言习得中的动态共振与显性对话参与

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-05-13 DOI: 10.1080/0163853X.2022.2065175

Vittorio Tantucci, Aiqing Wang

{"title":"Dynamic Resonance and Explicit Dialogic Engagement in Mandarin First Language Acquisition","authors":"Vittorio Tantucci, Aiqing Wang","doi":"10.1080/0163853X.2022.2065175","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2065175","url":null,"abstract":"ABSTRACT The present article aims to shed light on the relationship between priming and creativity throughout Chinese children’s ontogenetic development. It has been suggested that priming in naturalistic interaction occurs not as an exclusively implicit phenomenon. New methodological desiderata beyond traditional acceptability judgments have been proposed, including large-scale corpus-based analysis, as it is noted that priming may correlate with interlocutors’ engagement and intersubjectivity. This study is centered on priming occurring creatively, in the form of dynamic resonance, viz. involving the re-elaboration “on the fly” of a previously encountered construction. We fitted a conditional inference tree and mixed effects linear regression based on the normalized entirety of Child-Carer/Child-Peer interaction of the Zhou2 and Zhou3 Mandarin corpora of first language acquisition, from 8 months to 5 years of age. The models indicate that children significantly acquire the ability to creatively reuse a dialogic prime around age 4, distinctively in combination with sentence final particles of intersubjectivity. The latter are non-obligatory markers that speakers employ to express their concern about the addressee’s reaction to an ongoing utterance. These results constitute an important discovery in the research on priming, as they indicate that the ability to creatively reuse utterances from others is ontogenetically correlated with explicit dialogic engagement.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"553 - 574"},"PeriodicalIF":2.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999570","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

Discourse and Agency during Scaffolded Middle School Science Instruction 支架式中学科学教学中的话语与代理

IF 2.2 2区心理学

Discourse Processes Pub Date : 2022-05-03 DOI: 10.1080/0163853X.2022.2068317

D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani

{"title":"Discourse and Agency during Scaffolded Middle School Science Instruction","authors":"D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani","doi":"10.1080/0163853X.2022.2068317","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2068317","url":null,"abstract":"ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"379 - 400"},"PeriodicalIF":2.2,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611200","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: 2