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1.
We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition, the models are contrasted along three dimensions capturing different orientations toward multiple text comprehension. Models in the special issue are described as more behaviorally or cognitively focused, as conceptualizing multiple text comprehension as an internally driven or an externally triggered process, and as directly responsive to or indirectly influenced by task. The importance and relevance of this special issue for research on multiple text comprehension are discussed. 相似文献
2.
In this work, we have investigated text readability in Bangla language. Text readability is an indicator of the suitability of a given document with respect to a target reader group. Therefore, text readability has huge impact on educational content preparation. The advances in the field of natural language processing have enabled the automatic identification of reading difficulty of texts and contributed in the design and development of suitable educational materials. In spite of the fact that, Bangla is one of the major languages in India and the official language of Bangladesh, the research of text readability in Bangla is still in its nascent stage. In this paper, we have presented computational models to determine the readability of Bangla text documents based on syntactic properties. Since Bangla is a digital resource poor language, therefore, we were required to develop a novel dataset suitable for automatic identification of text properties. Our initial experiments have shown that existing English readability metrics are inapplicable for Bangla. Accordingly, we have proceeded towards new models for analyzing text readability in Bangla. We have considered language specific syntactic features of Bangla text in this work. We have identified major structural contributors responsible for text comprehensibility and subsequently developed readability models for Bangla texts. We have used different machine-learning methods such as regression, support vector machines (SVM) and support vector regression (SVR) to achieve our aim. The performance of the individual models has been compared against one another. We have conducted detailed user survey for data preparation, identification of important structural parameters of texts and validation of our proposed models. The work posses further implications in the field of educational research and in matching text to readers. 相似文献
3.
文本阅读研究百年回顾 总被引：1，自引：0，他引：1
文本阅读理解是阅读心理研究的核心内容,是心理学界长期重视和关注的重要课题。一个世纪以来,研究者们发展了各种精细的、实时的研究方法和技术,对文本阅读过程中静态的表征与动态的加工过程进行深入探索,提出了许多理论与模型。近年来,围绕着读者在阅读过程中如何激活与整合信息,更形成了文本阅读的双加工模型与风景模型两个综合性理论。这些理论与模型,除了能极大地深化人们对文本阅读加工过程的认识,还将有助于未来文本信息处理技术的开发和应用。 相似文献
4.
Wolfgang Schnotz 《European Journal of Psychology of Education - EJPE》1988,3(2):111-121
Basic theoretical approaches in the history of text comprehension research have been reviewed and compared to their instructional implications: readability research, comprehensibility research, traditional psycholinguistics, traditional elementaristic models of text processing, and new holistic models of text processing. Contrary to a sceptical view, which denies the practical instructional relevance of text comprehension research, recommendations for instructional design can be shown to be closely related to specific theoretical perspectives. Especially in the last years important advances in research have taken place which have considerably changed our picture of text comprehension. The more refined understanding of text processing implies more differentiated and specific recommendations for instructional design, which go far beyond everyday knowledge about text comprehension. This is illustrated on the basis of new holistic theoretical approaches combined with the notion of procedural semantics. The instructional value of the new theories on text processing is seen in their heuristic function. They provide new perspectives on instructional problems and suggest new ways of thinking. Thus, they are a basis for attaining a more comprehensive and differentiated analysis and, thus, for better founded instructional decisions. 相似文献
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6.
BackgroundState child welfare agencies collect, store, and manage vast amounts of data. However, they often do not have the right data, or the data is problematic or difficult to inform strategies to improve services and system processes. Considerable resources are required to read and code these text data. Data science and text mining offer potentially efficient and cost-effective strategies for maximizing the value of these data.ObjectiveThe current study tests the feasibility of using text mining for extracting information from unstructured text to better understand substance-related problems among families investigated for abuse or neglect.MethodA state child welfare agency provided written summaries from investigations of child abuse and neglect. Expert human reviewers coded 2956 investigation summaries based on whether the caseworker observed a substance-related problem. These coded documents were used to develop, train, and validate computer models that could perform the coding on an automated basis.ResultsA set of computer models achieved greater than 90% accuracy when judged against expert human reviewers. Fleiss kappa estimates among computer models and expert human reviewers exceeded .80, indicating that expert human reviewer ratings are exchangeable with the computer models.ConclusionThese results provide compelling evidence that text mining procedures can be a cost-effective and efficient solution for extracting meaningful insights from unstructured text data. Additional research is necessary to understand how to extract the actionable insights from these under-utilized stores of data in child welfare. 相似文献
7.
Drawing on the Documents Model Framework, in two studies we investigate the types of multiple text models (e.g., mush model, separate representations model, documents model) reflected in students’ written responses, composed based on multiple texts. In among the first studies to holistically code written responses for the type of multiple text models they reflect, we find evidence for all of the multiple text representations specified in the Documents Model. We further examine the types of integration, or cross-textual connections, featured in students’ responses, including evidentiary (i.e., corroborating evidence), thematic (i.e., comparing main ideas across texts), and contextual (i.e., comparing meta-textual information, like author expertise) connections. Finally, we associate the types of multiple text models reflected in students’ written responses with various measures of integration, including the number of discourse connectives and citations included and self-reports of strategy use (Study 1), as well as with integrative utterances reported during a cued think-aloud (Study 2). 相似文献
8.
王安中 《陕西教育学院学报》2014,(2):76-81
从文本的视角解读城市是拓展研究城市思路的一个重要路径。智慧城市的建设浪潮正推动着城市的数字化发展趋势迈向深入,并且对城市空间的消费模型产生深刻而长远的影响。在城市数字文本中,产生了诸如服务导向型、虚拟导向性、即时导向型和身份导向型等多种虚实结合的新的消费模型,使消费从时空的限制中解放出来,促进了城市数字文本消费模型的升级和转型,由此也大大加速了城市本体的流动性,促使实体城市与虚拟城市深度融合、彼此渗透的"流城市"模态逐渐成型。 相似文献
9.
Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the English Language Arts Common Core State Standards (CCSS), they will need support and training on how to meet these increased curricular demands. In this article, we describe how children’s information books can be used as exemplars of well-structured text models to teach young students how to write selected discourse patterns required in the CCSS. As children in the primary grades learn to recognize and use well-structured example information texts as models for their own writing, they will be better prepared to deal with less well-structured, more complex text examples in their reading and writing in the years to come. 相似文献
10.
李功连 《课程.教材.教法》2020,40(4):90-95
与口头文本、“物”质文本和纸质文本相比,数字文本具有超文本性、交互共享性、虚拟性和沉浸性特征。这对阅读教学范式转型提出了挑战:线性思维与离散思维的阅读思维差异;深度阅读与浅表阅读的阅读行为层次;知识建构与情感交流的双重阅读过程。为应对这三大挑战,实现阅读素养培养,需要深化阅读思维理论研究,建构面向个体的数字阅读教科书和基于活动的阅读教学模式。 相似文献
11.
Research has shown that differences in the prior knowledge of the participants and in the learning indexes adopted can explain why some studies show positive learning effects of analogy enriched text while others do not. In the present studies, these two factors were combined into one through the construction of a learning index that measured incremental positive changes in the participants' prior knowledge after reading an analogy enriched or no analogy text. A second learning index was also used to evaluate whether the participants created well-formed conceptual models after reading the science text. These learning indexes were used in two studies in which the effects of analogy enriched versus no analogy text were compared on the learning of the scientific explanations of the day/night cycle and of the seasons. The participants were 3rd and 5th graders in the first study and 6th graders and college students in the other. Although only few of the participants learned the correct scientific explanation, those who read the analogy enriched text produced more incremental positive changes in their pretest explanations at posttest and delayed test and created more well-formed conceptual models close to the scientific one than those who read the no analogy text. They also recalled more information and created fewer invalid inferences in their recalls. The results indicate that analogies can be used without reservation to facilitate the learning of science and have broader implications about how to evaluate the learning of science in general. 相似文献
12.
This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed. 相似文献
13.
《Learning and Instruction》2007,17(3):286-303
Previous research has shown that encouraging learners to explain material to themselves as they study can increase their understanding. Furthermore, different types of material (e.g. text or diagrams) influence learners’ self-explanation behaviour. This study explores whether the coherence of text impacts upon the self-explanation effect. Forty-eight low-knowledge learners (university students) learnt about the circulatory system with text that was designed to be either maximally or minimally coherent. Half of these learners also received self-explanation training. Results showed that learners given maximally coherent text learnt more, as did learners who self-explained. However, this was not because coherent text increased self-explaining. Instead minimally coherent text significantly increased the number of self-explanations that learners made. It is suggested that self-explaining in the minimal text condition served to compensate for weaknesses and gaps in the text, whereas self-explaining in the maximal text condition may have led learners to detect flaws in their mental models and repair them. Consequently, rather than providing a minimally coherent text which compels low knowledge learners to self-explain to overcome its deficits, we should instead encourage learners to self-explain from well structured and explicit text. 相似文献
14.
Past studies of narrative text characteristics mainly focused on comprehension and memory of the contents stated explicitly, but not thematic inference. Two experiments were conducted to examine the effects of the characteristics of narrative text on generation of thematic inference. In Experiment 1, a self‐paced reading method demonstrated that an appropriate title facilitated comprehension of the theme of a text. In Experiment 2, the same titles for the texts were used, together with variation in the goal of the protagonist and outcome of the story. Results indicated that generation of thematic inference depended on the interaction between the goal of the protagonist and the final outcome of a text. These findings are consistent with the global coherence assumption of contemporary text‐processing models in which the overarching theme is constructed during reading by integrating the title, the statements about the goal of the protagonist and the final outcome of a text. 相似文献
15.
秦万祥 《宁波教育学院学报》2010,12(1):46-49
推理是语篇中没有明确提到却被激活的信息,或从语篇已知的语义信息中产生新语义信息的过程。对推理的研究一直是语篇阅读理解研究关键。通过从国外语篇推理研究的三个阶段、语篇理解中推理的分类以及语篇理解的推理理论与模型三个方面对国外语篇理解中的推理研究进行总结、回顾和探讨,希望有助于对语篇阅读理解的研究。 相似文献
16.
We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading. 相似文献
17.
贾伟 《荆门职业技术学院学报》2010,25(3):67-70
法国当代文学批评家勒内·吉拉尔提出了“迫害文本”及“替罪羊”机制等主张,而《羊脂球》体现出了吉拉尔“迫害文本”的四类范式,是一个典型的迫害文本;羊脂球是集体暴力的受害者,她成为众人的“替罪羊”。 相似文献
18.
In this study, the use of inquiry methods, learning cycles, a conceptual change model and analogy in creating alternative
science texts was discussed. An alternative text on the topic of acids and bases was created by integrating the methods and
models discussed in this paper. The alternative text and a sample of a traditional text taken from a textbook, which is still
used in Turkish high schools, were given to two groups, totaling 42 pre-service teachers—the alternative text was given to
an experimental group and the traditional text to a control group—in an experimental setting and their understandings of acids
and bases were compared. In addition, in the second step of the study, the pre-service teachers read both texts and indicated
their preferences in terms of interest, understandability and helpfullness. 相似文献
19.
This article investigates whether different formats of visualizing information result in different mental models constructed
in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented
tasks, and how these visualization effects can be modified by further external representations during task performance. A
total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously
on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet
(carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle
(circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization
groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved
the tasks without an external representation. The findings indicate that the form of visualization affects the structure of
mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks
based only on their mental representations acquired during their previous learning. However, these effects decrease, when
further external representations are made available to the learners. The findings are discussed within a broader framework
of learning with multiple external representations. 相似文献
20.
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. 相似文献