Mental Representations of the Text Surface, the Text Base, and the Situation Model in Auditory and Audiovisual Texts in 7-, 9-, and 11-Year-Olds

Wannagat, Wienke; Waizenegger, Gesine; Hauf, Juliane; Nieding, Gerhild

doi:10.1080/0163853x.2016.1237246

Cited by 11 publications

(21 citation statements)

References 66 publications

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“…Although these theories focus on the interplay of expository texts and charts, graphs, or schematic diagrams, their key assumptions seem to be applicable in the context of the current study. Previous research with narrative texts indicates that multimodality benefits children’s comprehension in general (see Carney and Levin ( 2002 ) for a review; Seger et al 2019 ; Wannagat et al 2018 ) and coherence formation in particular, but without differentiating between local and global coherence. Orrantia et al ( 2014 ) examined 9- and 11-year-old children’s ability to establish global coherence when reading illustrated and unillustrated narratives.…”

Section: Introductionmentioning

confidence: 99%

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021

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In an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.

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Section: Introductionmentioning

confidence: 99%

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021

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“…Listening comprehension in audio-only listening comprehension tasks, as used in previous studies, is not entirely similar to listening comprehension in daily life, in which not only audio but also visual information as well is involved. There is evidence that memory and the construction of a situation model are superior for audio-visual compared to audio-only material (Gibbons, Anderson, Smith, Field, & Fischer, 1986;Wannagat, Waizenegger, Hauf, & Nieding, 2018). Therefore, the present study uses reading and listening comprehension tasks with the same task formats and that are presented in ecologically valid modalities (in this case, the written versus audio-visual rather than audio-only modality).…”

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confidence: 99%

The relationship between reading and listening comprehension: shared and modality-specific components

et al. 2018

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This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. None of the other cognitive skills contributed significantly to reading or listening comprehension. These results indicate that only part of the comprehension process is indeed domain-general and not influenced by the modality in which the information is provided. Especially vocabulary seems to play a large role in this domain-general part. The findings warrant a more prominent focus of modality-specific aspects of both reading and listening comprehension in research and education. Keywords Reading comprehension • Listening comprehension • Foundational skills • Simple view of reading M. C. Wolf: Part of the work for this article was carried while writing a master's thesis at the University of Amsterdam.

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“…In this task, participants are asked to make a judgment on whether a test item literally occurs in a text. Some researchers used binary values (Karimi & Richter, 2023;Maier & Richter, 2013;Schmalhofer & Glavanov, 1986;Seger et al, 2021;Wannagat et al, 2018), whereas others used scale values to measure the learner's level of confidence (Muramoto, 2000;Wolfe & Woodwyk, 2010). 2 When textbase and situation-model representations are of interest, sentence recognition tasks typically include three types of test items: (a) paraphrase, (b) inference, and (c) distractor items (e.g., Karimi & Richter, 2023).…”

Section: Effects Of Retelling On Reading Comprehensionmentioning

confidence: 99%

“…Most studies that used a sentence recognition task adopted the ideas of signal detection theory (e.g., Wickens, 2002). They assumed that the relative strengths of the reader's mental representation among different levels can be analyzed by difference values in percentages of yes responses (Karimi & Richter, 2023;Maier & Richter, 2013;Schmalhofer & Glavanov, 1986;Seger et al, 2021;Wannagat et al, 2018) or in recognition confidence ratings (Wolfe & Woodwyk, 2010) for each test item. They presumed that the difference gained by subtracting the values of inference from paraphrase items indicates the strength of the textbase representation (Schmalhofer & Glavanov, 1986;Wannagat et al, 2018;Wolfe & Woodwyk, 2010).…”

Section: A Two-step Approach To Analyzing Paraphrase Inference and Di...mentioning

confidence: 99%

“…Several studies have employed a sentence recognition task to measure how the strengths of textbase and situation-model representations differ depending on conditions. Some have analyzed the text-belief consistency effects (Karimi & Richter, 2023;Maier & Richter, 2013), the effects of illustration on narrative comprehension (Seger et al, 2021), and the difference between auditory and audiovisual text presentation (Wannagat et al, 2018). Others have compared narrative with expository texts (Wolfe & Woodwyk, 2010) and summarization with knowledge acquisition (Schmalhofer & Glavanov, 1986).…”

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A Two-Step Approach to Measuring the Effects of Retelling on Mental Representations in Japanese EFL Learners: An Analysis Using Sentence Recognition Tasks

ITO

2023

JLTA Journal

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This study proposes a better usage of sentence recognition tasks to measure the effects of retelling on the textbase and situation-model representations of Japanese learners of English as a foreign language. The effects of retelling were analyzed from two perspectives: Does retelling reinforce the memory of textual information and help construct a more elaborate situation model? Does retelling improve sensitivity to identifying any contradictory information at the textbase or situation-model levels? The participants' memories were analyzed using the recognition confidence ratings of the test items (paraphrases, inferences, and distractors). A total of 25 Japanese students from the National Institute of Technology participated in the experiment. All participants read one experimental text and answered sentence recognition tasks. Subsequently, they read the other text and retold the story in Japanese before taking on the sentence recognition task. The learners' mental representations were analyzed in two steps. First, recognition confidence ratings for paraphrases and inferences were analyzed as the strengths of the textbase and situation-model representations, respectively. Second, the difference values were analyzed as the sensitivity to identifying contradictory information at each level of understanding. The results suggested that retelling significantly strengthened the memory of information at the textbase level and led to a more elaborate situation model. The results further demonstrated that retelling significantly improved the sensitivity to detecting contradictory information at the situation-model level. These findings underscore the efficacy of using a two-step sentence recognition task to precisely elucidate the effects of retelling on reading comprehension.

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Mental Representations of the Text Surface, the Text Base, and the Situation Model in Auditory and Audiovisual Texts in 7-, 9-, and 11-Year-Olds

Cited by 11 publications

References 66 publications

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

The relationship between reading and listening comprehension: shared and modality-specific components

A Two-Step Approach to Measuring the Effects of Retelling on Mental Representations in Japanese EFL Learners: An Analysis Using Sentence Recognition Tasks

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