Investigations of inferential processes in reading: A theoretical and methodological integration

Broek, Paul van den; Fletcher, Charles R.; Risden, Kirsten

doi:10.1080/01638539309544835

Cited by 68 publications

(38 citation statements)

References 19 publications

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“…On average, readers with and readers without misconceptions did not differ in their working memory capacity in either experiment. In Experiment 1, readers with misconceptions on average had lower Need for Cognition scores than did their counterparts without misconceptions, suggesting that readers with misconceptions may maintain lower standards for coherence (van den Broek, Risden, & Husebye-Hartmann, 1995). Although the latter difference was not repeated in Experiment 2, we included both variables as covariates in all analyses, to eliminate any possible confounds.…”

Section: Discussionmentioning

confidence: 99%

“…A third prediction pertains to the connection between online reading processes and offline reading outcome. Given that the online processes form the basis for the construction of a memory representation (Goldman &Varma, 1995;Kintsch, 1988;Langston & Trabasso, 1999;Myers & O'Brien, 1998;van den Broek et al, 1999;Zwaan, 1999), we predicted that the patterns of online processes that we obtained would be reflected in the patterns of results for the offline memory task. That is, we expected that higher order cognitive processing (e.g., inference making) would result in better comprehension (e.g., higher recall).…”

Section: Experiments 1 Think-aloud Methodologymentioning

confidence: 99%

“…Reader characteristics, text properties, and the instructional context in which reading takes place are just a few of them (Goldman & Bisanz, 2002;Jenkins, 1979;van den Broek, Fletcher, & Risden, 1993;van den Broek & Kremer, 1999). Although these factors have often been studied in isolation, it is their interactions and interdependencies that provide important information about naturalistic text comprehension .…”

mentioning

confidence: 99%

“…The findings of these studies suggest that the interaction between prior knowledge and text characteristics affects comprehension, at least when it is measured after reading has been completed. The implicit assumption is, however, that the interaction between prior knowledge and text characteristics affects the offline product of reading by affecting the online processes that take place during reading (e.g., Goldman & Varma, 1995;Kintsch, 1988;Trabasso & Suh, 1993;van den Broek, Rapp, & Kendeou, 2005;van den Broek, Young, Tzeng, & Linderholm, 1999;Zwaan & Singer, 2003). In the present study, we directly investigate this assumption.…”

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confidence: 99%

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The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts

2007

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The aim of the present study was to investigate the effects of prior knowledge and text structure on cognitive processes during comprehension of scientific texts. To investigate the processes online, we used a thinkaloud methodology in Experiment 1 and a reading time methodology in Experiment 2. In both experiments, we obtained offline comprehension measures and measures of individual differences in working memory and need for cognition. Across the two experiments, the results indicated that readers adjust their processing as a function of the interaction between prior knowledge and text structure. In particular, adjustments in the actual processes that take place during reading were observed for readers who had erroneous prior knowledge, but only when they read a text that was structured to explicitly refute this prior knowledge. Furthermore, the results showed that readers' memory for the text was affected by differences in their prior knowledge, independently of text structure. These findings contribute to our understanding of the relation between different factors that are associated with comprehension of scientific texts and have implications for theories of comprehension and conceptual change.

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Section: Discussionmentioning

confidence: 99%

Section: Experiments 1 Think-aloud Methodologymentioning

confidence: 99%

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confidence: 99%

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The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts

2007

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“…As initial macrostructure matured, listeners began making forward elaborations about the videotext as a whole (for more on inferences, see van den Broeck, Fletcher, & Risden, 1993). Identification of a text type and knowledge of its conventions helps to structure such inferences (van Dijk, 1988).…”

Section: Listeners Utilize Visual Elements To Identify Text Typementioning

confidence: 99%

Understanding Digitized Second Language Videotext

Gruba¹

2004

Computer Assisted Language Learning

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Despite the widespread use of digital video and, increasingly, multimedia in listening instruction throughout second language programs, little is known about how learners attend to dynamic visual elements in comprehension. A lack of research in how listeners engage with videotext retards the development of computer-based listening skills. This investigation seeks to describe what learners do when they attend to digital video media. In conjunction with Japanese language instructors, three authentic Japanese news broadcasts were recorded and digitized for computer display. Through a series of immediately retrospective verbal reports, 12 tertiary students of Japanese provided verbal reports as they attended to a front-to-back viewing of videotexts. Based on constructivist perspectives of comprehension, the study produced a seven-category framework regarding the comprehension of second language videotexts. The results of this investigation point out that visual elements work in a number of ways that go beyond merely 'supporting' verbal elements; they are better thought of as integral resources to comprehension whose influence shifts from primary to secondary importance as a listener develops a mature understanding of the videotext.

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The Psychology and Pedagogy of Reading Processes

Pearson

Cervetti

2012

Handbook of Psychology, Second Edition

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Investigations of inferential processes in reading: A theoretical and methodological integration

Cited by 68 publications

References 19 publications

The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts

The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts

Understanding Digitized Second Language Videotext

The Psychology and Pedagogy of Reading Processes

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