Comprehension of Connected Meaningful Discourse as a Function of Rate and Mode of Presentation

Jester, Robert E.; Travers, Robert M. W.

doi:10.1080/00220671.1966.10883364

Cited by 37 publications

(32 citation statements)

References 9 publications

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“…However, the results of this study suggest a progressive decline in comprehensive listening effectiveness with increases in compression, further substan- tiated by trend analysis indicating a strong linear relationship. These findings are in line with those of Jester andTravers (1966), Carver (1973), and Beatty et al (1980). Hypotheses two and three were also supported.…”

Section: Discussionsupporting

confidence: 90%

“…Also, as discussed earlier, the informationprocessing perspective of listening provides justification for hypothesizing a linear relationship between degree of time compression and comprehensive listening proficiency. It is a perspective supported by empirical findings that question the speech rate threshold effect (batty et al, 1980;Carver, 1973;Jester & Travers, 1966). …”

Section: Discussionmentioning

confidence: 92%

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The Effect of Time-Compressed Speech on Comprehensive, Interpretive, and Short-Term Listening

King

Behnke

1989

Human Comm Res

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Although contemporary theorists view listening as a multidimensional process, the preponderance of published empirical research on human comprehension of speededspeech is basedon an outdated, unitary construct. In thepresent study, the impact of varying levels of time compression on three different types of listening is investigated. The results indicate that comprehensive listening performance deteriorates significantly as speech compression levels are increased while interpretive and short-term listening performance remains stable until a high degree of time compression (60%) is reached. Explanationsfor these findings are advanced based upon established differences between short-and long-term memory processes. efinitional perspectives on listening have undergone considerable transition during the past thirty years. Early scholars

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 92%

The Effect of Time-Compressed Speech on Comprehensive, Interpretive, and Short-Term Listening

King

Behnke

1989

Human Comm Res

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“…Jester (1966) reported such differences with presentation rates as high as 5 words/sec (wps), and Pfafflin (1974), as high as 10 wps. Using a presentation rate of 16 wps, Forster and his colleagues found advantages in immediate recall for sentences vs. random word strings (Forster, 1970), for semantically normal vs. anomalous sentences (Forster & Ryder, 1971), and for one-clause vs. two-clause sentences (Forster, 1970).…”

Section: Rapid Presentation Of Sentence Contextsmentioning

confidence: 99%

Rapid processing of the meaning of sentences

1980

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It has been shown (Fischler & Bloom, 1979) that sentence contexts facilitate a lexical decision task for words that are highly likely sentence completions and inhibit the decision for words that are semantically anomalous sentence completions. In the present experiment, the sentence contexts were presented 1 word at a time, at rates from 4 to 28 words/sec. The facilitation for words that were likely sentence completions was marginal at the slower rates and absent at higher rates. In contrast, the inhibitory effects of semantic anomaly were apparent at all presentation rates. Several analyses suggested that the sentence contexts were becoming ineffective at the very highest presentation rates, but the high rates at which the sentence contexts still affected word recognition were taken as evidence that semantic information accrues at an early stage of sentence processing. Implications for Posner and Snyder's (1975) theory of attention and for models of reading were discussed.For most literate adults, the various skills involved in reading are highly overlearned. Years of practice in visual word recognition, grammatical organization, and semantic analysis enables the reader to obtain an accurate representation of a sentence quite rapidly and with little apparent effort. The recent theoretical separation of automatic and attentional processes (LaBerge, 1976; Posner & Synder, 1975; Schneider & Shiffrin, 1977) has renewed interest in various aspects of rapid reading skill. The present paper is concerned with the role of sentence context on word recognition and, more specifically, is an extension of a series of experiments reported previously (Fischler & Bloom, 1979), in which we have attempted to separate the automatic from the more effortful aspects of how context is used in reading. Effects of Sentence Contexts on Word RecognitionSeminal experiments by Morton (1964) and Tulving and Gold (1963) showed that the semantic context of a sentence could indeed influence the subsequent recognition of a word, as measured by visual duration thresholds for identification. Both studies found a reduction in threshold for words that were semantically appropriate and likely completions of a sentence context, with less effect as the Cloze probability (Taylor, 1953) of a word's being a response to the sentence context declined. For instance, the threshold for the word COLLISION was uninfluenced by the prior presentation This research was supported by National Institute of Mental Health Grant R03 MH30395 to the first author. We thank Daniel Tumarkin, Eric Nietzke, and Roger Lewis for their assistance in data collection and James Neely for his careful critique of an earlier version of the paper. Results of an earlier stage of the research were reported at the meeting

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“…It should be noted that the auding and reading comprehension scores are quite similar, and that both auding and reading scores decrease with increasing rates of presentation. Jester and Travers (1966) presented passages for auding and reading at rates of 150, 200, 250, 300, and 350 wpm. For auding, their college students had mean retention comprehension raw scores of 14.7, 14.2, 7.3, 4.9, and 5.2 respectively.…”

Section: Literature Related To Hypotheses From the Modelmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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Comprehension of Connected Meaningful Discourse as a Function of Rate and Mode of Presentation

Cited by 37 publications

References 9 publications

The Effect of Time-Compressed Speech on Comprehensive, Interpretive, and Short-Term Listening

The Effect of Time-Compressed Speech on Comprehensive, Interpretive, and Short-Term Listening

Rapid processing of the meaning of sentences

Auding and reading: A developmental model.

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