Accessibility of outdated information.

O’Brien, Edward J.; Cook, Anne E.; Guéraud, Sabine

doi:10.1037/a0019763

Cited by 67 publications

(78 citation statements)

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“…Presumably, context influences access through some sort of low-level priming mechanism that facilitates activation of one meaning of the ambiguous word, even when the contextual "primes" do not immediately precede the ambiguous word and/or do not consist of direct lexical associates of the ambiguous word. Several studies have provided evidence for this low-level reactivation mechanism, in which activation from the current input and the passage context may converge to activate information from general world knowledge (e.g., Albrecht & O'Brien, 1993;Cook, 2013;Cook & Guéraud, 2005;Cook, Halleran, & O'Brien, 1998;Cook et al, 2012;Cook, Limber, & O'Brien, 2001;Cook & Myers, 2004;Duffy & Rayner, 1990;Garrod & Sanford, 1977;Garrod & Terras, 2000;Guéraud, Harmon, & Peracchi, 2005;Lea, Mulligan, & Walton, 2005;O'Brien & Albrecht, 1991O'Brien, Cook, & Guéraud, 2010;O'Brien, Rizzella, Albrecht, & Halleran, 1998). One conceptualization of such a mechanism is the resonance model (Myers & O'Brien, 1998;O'Brien & Myers, 1999).…”

Section: Discussionmentioning

confidence: 99%

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

Colbert-Getz

Cook

2013

Mem Cogn

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In this study, we examined two issues regarding the role of context in ambiguity resolution: whether access to the contextually appropriate meaning is exhaustive or selective, and whether the contextually inappropriate meaning is inhibited. Participants read texts in which a biased ambiguous word was encountered twice while their eye movements were measured. The context preceding the first encounter varied in the extent to which the subordinate meaning was supported; the context preceding the second encounter always supported the dominant meaning. The findings suggest that lexical access is exhaustive but can be influenced by context, and that the subsequent accessibility of the contextually inappropriate meaning is unaffected by previous selection processes. The results were interpreted in terms of the assumptions of the reorderedaccess model and activation mechanisms that operate during reading.

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Section: Discussionmentioning

confidence: 99%

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

Colbert-Getz

Cook

2013

Mem Cogn

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“…It is also consistent with the Structure-Building framework (Gernsbacher, 1990(Gernsbacher, , 1997, which argues that low working memory readers may experience problems with comprehension, because they fail to suppress no longer relevant information due to the generation of new substructures that reduce coherence of the situation model (e.g., Gernsbacher & Faust, 1991). In relation to this, a more specific proposal in the field of revision suggests that the information that is no longer relevant or outdated may exert an influence disrupting comprehension (e.g., Kendeou et al, 2013;O'Brien et al, 2010;Rapp & Kendeou, 2007. Taking all this evidence into account, our P3b results indicate that, in contrast to high working memory readers, low working memory readers have problems revising their situation model because they fail to inhibit the initial wrong interpretation.…”

Section: Evaluation and Revision Processes: P3a And P3bmentioning

confidence: 99%

“…If participants had successfully revised their situation model to incorporate this qualification, there would have been no comprehension difficulty. Thus, when new information is inconsistent with prior parts of the text, successful understanding requires the revision of the situation model.One reason for a failure to revise the situation model is that readers have problems replacing outdated information (Kendeou, Smith, & O'Brien, 2013;O'Brien, Cook, & Guéraud, 2010). The Knowledge Revision Comprehension framework (KReC; Kendeou & O'Brien, 2014) proposes that once information is retrieved from long-term memory, the activation of the new information competes with the nolonger-relevant information, drawing activation away from the now-outdated information.…”

mentioning

confidence: 99%

“…One reason for a failure to revise the situation model is that readers have problems replacing outdated information (Kendeou, Smith, & O'Brien, 2013;O'Brien, Cook, & Guéraud, 2010). The Knowledge Revision Comprehension framework (KReC; Kendeou & O'Brien, 2014) proposes that once information is retrieved from long-term memory, the activation of the new information competes with the nolonger-relevant information, drawing activation away from the now-outdated information.…”

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confidence: 99%

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Inferential revision in narrative texts: An ERP study

et al. 2015

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We evaluated the process of inferential revision during text comprehension in adults. Participants with high or low working memory read short texts, in which the introduction supported two plausible concepts (e.g., 'guitar/ violin'), although one was more probable ('guitar'). There were three possible continuations: a neutral sentence, which did not refer back to either concept; a no-revise sentence, which referred to a general property consistent with either concept (e.g., '…beautiful curved body'); and a revise sentence, which referred to a property that was consistent with only the less likely concept (e.g., '…matching bow'). Readers took longer to read the sentence in the revise condition, indicating that they were able to evaluate their comprehension and detect a mismatch. In a final sentence, a target noun referred to the alternative concept supported in the revise condition (e.g., 'violin'). ERPs indicated that both working memory groups were able to evaluate their comprehension of the text (P3a), but only high working memory readers were able to revise their initial incorrect interpretation (P3b) and integrate the new information (N400) when reading the revise sentence. Low working memory readers had difficulties inhibiting the no-longer-relevant interpretation and thus failed to revise their situation model, and they experienced problems integrating semantically related information into an accurate memory representation.Keywords Revising information . Inference making . Working memory . P3a . P3b . N400Successful text comprehenders construct an integrated, coherent, and accurate mental representation of the state of affairs described by the text. The construction of this situation model requires the reader to go beyond a representation of the surface characteristics of the text by generating inferences and incorporating world knowledge from long-term memory (Kintsch & van Dijk, 1978). The construction of the situation model is a dynamic process (e.g., Kintsch, 1998;McNamara & Magliano, 2009;Rapp & van den Broek, 2005); the text is processed incrementally (e.g., word by word and sentence by sentence) and, therefore, the situation model is constantly being updated as the text unfolds. As each new piece of information is processed, it must be integrated with the mental representation constructed so far. This involves monitoring for comprehension to identify when and where additional processing, such as inference generation, is necessary to ensure coherence (Kintsch, 1998;Perfetti, Stafura, & Adlof, 2013).Comprehension monitoring is the metacognitive awareness that readers have about what they are reading (Wagoner, 1983). Baker (1985) distinguished two monitoring phases: evaluation and regulation. Evaluation, more recently defined as validation (Singer, 2013), refers to the process that allows readers to detect an inconsistency or mismatch in the text (e.g., Vauras, Kinnunen, Salonen, & Lehtinen, 2008). Current evidence on this process in adult readers converges on the view that evaluation is a rou...

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“…Cuando se concibe en términos de proceso, las mediciones se llevan a cabo, generalmente, durante la lectura de manera on line. En este caso, por ejemplo si se desea medir los procesos de memoria involucrados en la generación del Modelo de Situación, mientras el sujeto lee, se pueden utilizar mediciones aplicables durante el procesamiento (O'Brien, Rizzella, Albrecht & Halleran, 1998;Zwaan & Madden, 2004;O'Brien, Cook & Guéraud, 2010).…”

Section: Relación Entre Propósito De La Evaluación E Instrumento: Cohunclassified

La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación

Ibáñez

2012

Rev. signos

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Resumen: Durante las últimas décadas, la evaluación de la comprensión del discurso escrito ha concitado el interés de una gran cantidad de especialistas, provenientes de diferentes ámbitos disciplinares, como la psicolingüística, la psicología del discurso, la lingüística aplicada, etc. Esto ha derivado en un número no menor de trabajos investigativos, los que, en gran parte, se centran en diversas problemáticas relacionadas con los instrumentos de evaluación. Tales problemáticas incluyen, entre otras, la pertinencia de las técnicas de evaluación, la incidencia de las características de los textos en la medición, el número y tipo de procedimientos necesarios para la validación de los instrumentos. Sin embargo, a pesar de la gran diversidad de estudios realizados en el área, son escasos los trabajos que, desde una perspectiva teórico-metodológica claramente definida, orientan la generación de instrumentos de medición. En este trabajo, proponemos un marco para el diseño y construcción de instrumentos de evaluación de la comprensión de textos escritos, basado en nuestra concepción teórica del fenómeno. En la propuesta, además, destacamos el valor de los estudios de corpus para sustentar las decisiones del especialista. Ello pues, este tipo de estudios permite guiar el establecimiento y mantención de una relación coherente entre los constructos teóricos a medir, los textos a seleccionar y las técnicas de evaluación a utilizar, lo que, en definitiva, debería redundar en un mejor instrumento de medición.Palabras Clave: Evaluación, comprensión de textos escritos, instrumentos.La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación * Written Discourse Comprehension: A theoretical and methodological framework for its assessment Revista Signos 2012, 45(78) Romualdo Ibáñez 21Abstract: During the last decades, assessment of written discourse comprehension has attracted the interest of a large number of specialists from various disciplinary fields, such as psycholinguistics, discourse psychology, applied linguistics, among others. This has led to a significant number of studies, most of which are essentially focused on issues regarding assessment instruments. Such issues include, among other aspects, how pertinent assessment techniques are, how important text's features are in the measuring, the number and the type of procedures required for validating instruments. However, in spite of the great variety of studies in the area, frameworks to guide the creation of assessment tools from a clear theoretical-methodological perspective are scarce. In this paper, we propose a framework for the design and construction of instruments for assessing written text comprehension, based on our theoretical conception of the phenomenon. Besides, in this proposal, we emphasize the importance of corpus studies to support the specialist's decision making during the design and construction of the instrument. Corpus studies can guide the generation and maintenance of a coherent relation among the theoretical ...

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Accessibility of outdated information.

Cited by 67 publications

References 69 publications

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

Inferential revision in narrative texts: An ERP study

La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación

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