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1.
Anne Helder Paul van den Broek Josefine Karlsson Linda Van Leijenhorst 《Scientific Studies of Reading》2017,21(6):463-479
This functional magnetic resonance imaging study examined the neural correlates of coherence-break detection during reading in the context of a contradiction paradigm. Young adults (N = 31, ages 19–27) read short narratives (half contained a break in coherence) that were presented sentence by sentence in a self-paced, slow event-related design. Reading times were longer for incoherent compared to coherent target sentences, and coherence-break detection was associated with activation in a large network of brain regions that were more active in response to incoherent than to coherent information. Some regions seemed exclusively associated with processing of incoherent information. In addition, activation in the precuneus was negatively correlated with working-memory capacity. Together, these findings shed light on the functional contributions of these brain regions to coherence-monitoring processes during reading and help bridge cognitive and neurobiological accounts of the cognitive processes involved in the construction of coherent mental representations of narrative texts. 相似文献
2.
The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning. 相似文献
3.
Rebecca Wiseheart Lori J. P. Altmann Heeyoung Park Linda J. Lombardino 《Annals of dyslexia》2009,59(2):151-167
This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia.
Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate
persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more poorly on tasks designed to assess
the comprehension of syntactic structures that are especially taxing on WM (e.g., passives, sentences with relative clauses).
Compared to their nondyslexic peers, individuals with dyslexia were significantly less accurate and marginally slower on passive
sentences. For sentences containing relative clauses, the dyslexic group was also less accurate but did not differ in response
times. Covarying WM and word reading in both analyses eliminated group differences showing that syntactic deficits in adults
with dyslexia are constrained by both WM and word-reading ability. These findings support previous research showing that syntactic
processing deficits are characteristic of dyslexia, even among high-achieving students. 相似文献
4.
Valérie Gayoux 《European Journal of Psychology of Education - EJPE》1991,6(2):135-141
Three groups of subjects (9–10, 13–14 year-olds, and adults) produced narratives with the help of a computer. The use of this method allowed us to show some of the characteristics of super-structural planning: the decrease in time allocated to this process during the task, and the existence of a span of between 3,70 and 5,40 sentences, according to the ages of the subjects. Control processes were studied by using the wrong choices the subjects made when they had to choose a narrative category in order to obtain a lexical items list with which to build up a sentence: 13–14 year-olds and adults often corrected their choices; and when wrong choices were not corrected, these writers were still able to compose sentences which were coherent with the remaining text. Expertise, in writing narratives, would be therefore the result of the acquisition of the narrative schema, which would itself lead to more and more flexibility in the planning and control processes involved. 相似文献
5.
Anne K. van Bysterveldt Marleen F. Westerveld 《International Journal of Disability, Development & Education》2017,64(3):249-269
Personal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted. 相似文献
6.
Matthew T. McCrudden 《Instructional Science》2011,39(6):865-879
This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions,
or to read for understanding (i.e., control condition). There were no differences in reading time across conditions for sentences
targeted by the pre-reading questions. There were three main findings with respect to cued recall. First, participants in
the experimental conditions did better on questions that had greater similarity to relevance instructions than questions that
had lesser similarity to relevance instructions. Second, participants in the experimental conditions did better on questions
that had greater similarity to relevance instructions than the participants in the other conditions on those same questions.
Third, participants in the control condition recalled equal amounts of information for both question. The results suggest
that specific relevance instructions promote transfer appropriate processing and affect the quality of memory for text. 相似文献
7.
Episodic prospection is the mental simulation of a personal future event in rich contextual detail. This study examined age-related differences in episodic prospection in 5- to 11-year-olds and adults (N = 157), as well as factors that may contribute to developmental improvements. Participants’ narratives of past, future, and make-believe events were coded for episodic content, and self-concept coherence (i.e., how coherently an individual sees himself or herself) and narrative ability were tested as predictors of episodic prospection. Although all ages provided less episodic content for future event narratives, age-related improvements were observed across childhood, suggesting future event generation is particularly difficult for children. Self-concept coherence and narrative ability each independently predicted the episodic content of 5- and 7-year-olds’ future event narratives. 相似文献
8.
Ute Schönpflug 《教育心理学》2008,28(1):97-108
This investigation focuses on text recall in eight‐ and nine‐year old children. The main focus was on whether two different sets of instructions had a differential influence: one set instructed students to focus on an orally presented text verbatim, and the other instructed students to focus on its content. A differential influence on verbatim and content recall might indicate separate storage of verbatim and gist information, and could provide evidence for two subprocesses of text processing – that is, for construction and integration. The instructions were administered either before or after hearing the text, and recall was tested again one week later. The results showed differential instruction effects on verbatim and content recall. These effects depended on the time of instruction. Verbatim instruction had an enhancing effect on verbatim recall, both when instructions were given before and when given after text presentation. Content instruction given after text presentation had a suppressing effect on verbatim recall, but involved no advantage for content recall. Content recall was not suppressed by verbatim instruction at any time of instruction. Thus, the processing of content seems to be less situated than the processing of verbatim information. 相似文献
9.
The Easy-to-Read guidelines recommend visual support and lexical simplification to facilitate text processing, but few studies have empirically verified the efficacy of these guidelines. This study examined the influence of these recommendations on sentence processing by examining eye movements at the text- and word-level in adult readers. We tested 30 non-university adults (low education level) and 30 university adults (high education level). The experimental task consisted of 60 sentences. Half were accompanied by an image and half were not, and half contained a low-frequency word and half a high-frequency word. Results showed that visual support and lexical simplification facilitated processing in both groups of adults, and non-university adults were significantly slower than university adults at sentence processing. However, lexical simplification resulted in faster processing in the non-university adults’ group. Conclusions focus on the mechanisms in which both adaptations benefit readers, and practical implications for reading comprehension. 相似文献
10.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention. 相似文献
11.
Thomas C. Lorsbach Sherry Wilson Jason F. Reimer 《Contemporary educational psychology》1996,21(4):447-466
The present study examined whether language/learning disabled children have greater difficulty than nondisabled children suppressing information that becomes irrelevant during a sentence processing and memory task. During study trials, children were asked to predict and remember the terminal nouns for a series of sentences that highly constrained a terminal noun. For half of the study trials (fillers) the child's prediction was confirmed by presenting the child with the expected ending (e.g., “Butterflies fly by flapping their . . .wings.”). For the remaining study trials (critical trials), however, the sentence ending expected by the child was disconfirmed with a low-probability ending (target noun). Thus, when presented with the sentence, “We made a sandwich with peanut butter and . . . ,” the child's prediction (“jelly”) was disconfirmed with a different ending (“bananas”). Memory for the disconfirmed and target nouns of critical study trials were subsequently tested implicitly with a new sentence-completion task. In this case, memory for disconfirmed and target nouns that had been associated with individual study sentences were measured in terms of priming effects. The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting the activation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns) during a verbal memory task. These results were discussed in terms of their implications for some of the memory and language difficulties of language/learning disabled children. 相似文献
12.
We examined the quality of 4‐ to 6‐year‐olds' production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding. 相似文献
13.
This study examined how hybrid documentary formats, which embed educational contents into narratives, are cognitively processed. Based on existing research and theories, two reception modes were identified: processing with a focus on the narrative plotline and processing with a focus on the thematic structure. In two experiments, two markers of narrative processing could be found for hybrid television documentaries: the experience of transportation and the narrative distance effect. In the first experiment, it could be shown that re-enactments and personal variables enhance the experience of transportation. The second experiment confirmed the narrative distance effect, which occurs independently of reception goals. This means that educational facts which are closely tied to the narrative plotline were learned better than distant facts, regardless of whether the recipients watched the documentary for information or entertainment purposes. The study supplements prior theories on hybrid processing and provides conditions under which narratives are appropriate for learning. 相似文献
14.
Generic statements (e.g., “Lions have manes”) make claims about kinds (e.g., lions as a category) and, for adults, are distinct from quantificational statements (e.g., “Most lions have manes”), which make claims about how many individuals have a given property. This article examined whether young children also understand that generics do not depend purely on quantitative information. Five‐year‐olds (n = 36) evaluated pairs of questions expressing properties that were matched in prevalence but varied in whether adults accept them as generically true (e.g., “Do lions have manes?” [true] vs. “Are lions boys?” [false]). Results demonstrated that children evaluate generics based on more than just quantitative information. Data suggest that even young children recognize that generics make claims about kinds. 相似文献
15.
This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task. 相似文献
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A paradigm of specialized brain hemisphere processing abilities was used to test cognitive skills and cognitive style in "learning-disabled" (LD) and "normal" children. Results indicate that (1) verbal ability is not a unitary factor, and LD children are deficient in only some aspects of verbal ability; (2) the LD group perform as well as the control group on right-hemisphere tests; (3) LD boys are more field sensitive (field dependent) than the control boys; (4) LD children may be attempting to use a nonverbal information processing mode to deal with academic tasks. The need for information on nonverbal processing skills in order to aid verbal processing is discussed. 相似文献
19.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words. 相似文献
20.
The present study examined whether Japanesereaders activate phonological information whenreading kanji compound words and sentences andif so, how they do it. Experiment 1 usedtwo-kanji compound words in a lexical decisiontask to study phonological processing at thelexical level. When nonwords werepseudo-homophones (/roR hi/ in placeof the real word /roR hi/), reactiontimes were longer and more errors occurred thanwith nonwords in the control group(/saku hi/). Experiment 2required participants to detect misspellings(i.e., incorrect kanji combinations) oftwo-kanji compound stimuli embedded insentences. In the detection task of misspelledkanji, no homophonic effect was apparent. Experiment 3 used a semantic decision task. Included in this task were semantically similarbut incorrect kanji compound words used asfillers in sentences (e.g.,meaning `The building you can see over there was facilitated by my friend' instead of designed) as well as the sentences used inExperiment 2. Results from Experiment 3indicated that participants could reject asentence as incorrect more quickly whenpseudo-homophones were embedded in thesentences rather than nonwords. These resultssuggest that readers activate phonologicalinformation of two-kanji compound words whenreading for comprehension but not for simpleproofreading. 相似文献